Exploratory and confirmatory factor analyses of domestic data from the" GRE"® revised General Test, introduced in 2011, were conducted separately for the verbal (VBL) and quantitative (QNT) reasoning measures to evaluate the unidimensionality and local independence assumptions required by item response theory (IRT). Results based on data…

Data from 181 college students were used to assess whether math reasoning item response times in computerized testing can provide valid and reliable measures of a speed dimension. The alternate forms reliability of the speed dimension was .85. A two-dimensional structural equation model suggests that the speed dimension is related to the accuracy…

If numerical reasoning items are administered under time limits, will two dimensions be required to account for the responses, a numerical ability dimension and a speed dimension? A total of 182 college students answered 74 numerical reasoning items. Every item was taken with and without time limits by half the students. Three psychometric models…

Cognitive complexity level is important for measuring both aptitude and achievement in large-scale testing. Tests for standards-based assessment of mathematics, for example, often include cognitive complexity level in the test blueprint. However, little research exists on how mathematics items can be designed to vary in cognitive complexity level.…

The exploratory data analysis method of median polishing was used to examine patterns of differences in male and female performance on the Graduate Record Examination quantitative and analytical tests. Males were found overall to outperform females on the quantitative measure but not on the analytical measure. (Author/MLW)

A sample of 22,923 students who had taken the Graduate Record Examination (GRE) General Test in the academic years 1983-84 and 1984-85, and who had also taken the Scholastic Aptitude Test (SAT) 4 or 5 years earlier was identified and classified by undergraduate field of study (four major curriculum categories) and sex. Several analyses were…

The Quantitative Attitudes Questionnaire measuring graduate students' attitudes toward quantitative research methodology was developed and administered to 90 graduate students. These results and those from cross-validation with three similar samples correlated positively with quantitative examination and Graduate Record Examination mathematics…

This study examined the factor structure of the Graduate Record Examinations (GRE) General Test to appraise the extent to which an analytical factor could be identified that was distinguishable from verbal and quantitative factors. Full-information factor analysis was employed in several groups of undergraduate majors on items from one edition of…

Differential item functioning for female-male and black-white groups and two samples of white males who differed in mathematical training were studied using data from 104 items from the Graduate Record Examination. Verbal properties of items were associated with differential performance of men and women but not of blacks and whites. (SLD)

A meta-analytic review was conducted on published studies examining the relationship between performance on the quantitative and verbal components of the Graduate Record Examination (GRE) and graduate grade point average. Results suggest that the quantitative and verbal components of the GRE possess minimal predictive validity. (SLD)

A study was conducted to evaluate the feasibility of using item response theory (IRT) equating to reduce test form overlap of the Graduate Record Examinations (GRE) Subject Test in Mathematics. Monte Carlo methods were employed to compare double-part equating with 20-item common item blocks to triple-part equating with 10-item common item blocks.…

The degree to which laptop and standard-size desktop computers are likely to produce comparable test results for the Graduate Record Examination (GRE) General Test was studied. Verbal, quantitative, and writing sections of a retired version of the GRE were used, since it was expected that performance on reading passages or mathematics items might…

The study reported here was intended to "round out" the Graduate Record Examinations (GRE) Board's continuing study of special test preparation for the GRE General Test by providing information that was previously unavailable on the effects of one kind of special test preparation--self-test-familiarization for the verbal and quantitative…

This report summarizes the results from two studies. The first assessed the comparability of scores derived from linear computer-based (CBT) and computer adaptive (CAT) versions of the three Graduate Record Examinations (GRE) General Test measures. A verbal CAT was taken by 1,507, a quantitative CAT by 1,354, and an analytical CAT by 995…

In October 1981, the Graduate Record Examinations (GRE) Program introduced a new version of the General Test (GT) that differed from the previous version in three major ways. The GT was altered to: reduce the verbal measure's speededness and allow the addition of several quantitative items; delete two item types from the analytical measure; and…