CGS Annual Meeting December 8, 2006. Revised GRE General Test: A Prelaunch Update. David G. Payne, PhD Educational Testing Service. The Revised GRE General Test. Brief Background Reasons for Change Value of the Revised Test Key Aspects of Changes to the General Test
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December 8, 2006
David G. Payne, PhD
Educational Testing Service
Increased emphasis on inferential reasoning
Increased emphasis on verbal reasoning in context
Increased number of reading comprehension questions based on a greater variety of reading passages
Reduced emphasis on vocabulary out of context
No Antonyms or Analogies
Inclusion of new question formats other than traditional multiple choice (e.g., highlighting a sentence in a passage that serves the function described in the question)Value of the New Verbal Reasoning Section
Quantitative reasoning skills that are similar to skills typically used in graduate school
Increased emphasis on questions involving “real-life” scenarios
Increased emphasis on data interpretation questions
Reduced emphasis on Geometry
On-screen 4-function calculator with square root
Reduced emphasis on computation
Inclusion of new question formats other than traditional multiple choice (such as entering a numeric answer via the keyboard)Value of the New Quantitative Reasoning Section
NOTE: The Critical Thinking and Analytical Writing score scale will not be changed.
*For tests taken beginning in September 2007, scores will be printed in the “New Score” column and dashes will be printed in the “Original Score” column. For tests taken before September 2007, scores will be printed in the “Original Score” column and approximate equivalents on the new scale will be printed in the “New Score” column. These equivalents are based on a concordance study; the full table showing the relationship between the two scales will be posted on the GRE Web site at www.ets.org/gre.
Not at all Familiar
Not at all appropriate
A performance-based measure that integrates the assessment of critical thinking and analytical writing
Consists of two complementary analytical writing tasks:
30-minute “Analyze an Issue" task
30-minute “Analyze an Argument" task
New, more focused prompts
Requires a more specific response from the test taker
Will reduce possibility of reliance on memorized materials
Limited or no reuse of promptsValue of the New Critical Thinking and Analytical Writing Section
Measures the ability to:
Note: Essay responses are typed on computer, with a basic word processor, and no spell checker or grammar checker.
To get the most up-to-date information about the changes to the GRE General Test:
If you have questions:
Measures the ability to:
While chocolate was highly esteemed in Mesoamerica, where it originated, its adoption in Europe was initially slow. There is a common belief that Europeans needed to “transform” chocolate to make it appetizing. However, while Spaniards did put sugar, which was unknown to indigenous Americans, into chocolate beverages, this additive was not completely innovative. Mesoamericans were already sweetening chocolate with honey, and the step from honey to sugar– increasingly more available than honey because of expanding sugar plantations in the Americas– is a small one. Likewise, although Spaniards adjusted Mesoamerican recipes by using European spices, the spices chosen suggest an attempt to replicate harder-to-find native flowers. There is no indication the Spaniards deliberately tried to change the original flavor of chocolate.
Click on the sentence that presents a misconception that the passage challenges.
Measures the ability to:
The table shows the distribution of prices of 45 houses for sale in a certain region. Select two of the following choices and place them in the blanks below so that the resulting statement is true.
$175,000 $185,000 $190,000 at most at least
If the highest price of the 45 houses is , then the range of the prices of the 45 houses is .
Click on a choice, then click on a blank.
“Hospital statistics regarding people who go to the emergency room after roller-skating accidents indicate the need for more protective equipment. Within that group of people, 75 percent of those who had accidents in streets or parking lots had not been wearing any protective clothing (helmets, knee pads, etc.) or any light-reflecting material (clip-on lights, glow-in-the-dark wrist pads, etc.). Clearly, the statistics indicate that by investing in high-quality protective gear and reflective equipment, roller skaters will greatly reduce their risk of being severely injured in an accident.”
Write a response in which you examine the argument’s unstated assumptions making sure to explain how the argument depends on the assumptions and what the implications are if the assumptions prove unwarranted.
"As people rely more and more on technology to solve problems, the ability of humans to think for themselves will surely deteriorate.“
Discuss the extent to which you agree or disagree with the statement above and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how those considerations shape your position.
GRE readers, who are college and university faculty, read each essay response and evaluate its overall quality according to how well the test taker:
5.5 and 6 – Sustains insightful, in-depth analyses of complex ideas; develops and supports main points with logically compelling reasons and/or highly persuasive examples; is well focused and well organized; skillfully uses sentence variety and precise vocabulary to convey meaning effectively; demonstrates superior facility with sentence structure and language usage but may have minor errors that do not interfere with meaning
3.5 and 4 – Provides competent analysis of complex ideas; develops and supports main points with relevant reasons and/or examples; is adequately organized; conveys meaning with reasonable clarity; demonstrates satisfactory control of sentence structure and language usage but may have some errors that affect clarity.
1.5 and 2 – Displays serious weaknesses in analytical writing. The writing is seriously flawed in at least one of the following ways: serious lack of analysis or development; lack of organization; serious and frequent problems in sentence structure or language usage, with errors that obscure meaning.
*Questions in this section are either being tried out for possible use in future tests or are being used to ensure that scores on new editions of the test are comparable to scores on earlier test editions.
*For statistical equating purposes, some test questions
need to be reused across test editions.
These data strongly suggest that the GRE is a valid predictor of graduate student performance across disciplines, degree levels, age of students, etc.
For more information about the Kuncel et al. research study, see:
“A Comprehensive Meta-Analysis of the Predictive Validity of the Graduate Record Examinations: Implications for Graduate Student Selection and Performance”
Nathan R. Kuncel
Sarah A. Hezlett
Deniz S. Ones
Psychological Bulletin 2001, Vol. 127, No. 1, 162-181