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Report of a Study of the Content of Three GRE Advanced Tests GREB GRE

DeVore, Richard; McPeek, W. Miles
Publication Year:
Report Number:
RR-85-06, GREB-78-04R (1985)
ETS Research Report
Document Type:
Page Count:
Subject/Key Words:
Graduate Record Examinations Board, Achievement Tests, Biology Tests, Content Validity, Curriculum, Graduate Record Examinations (GRE), Literature Tests, Political Science Tests, Test Validity


This study examined four psychometric characteristics of the Graduate Record Examinations (GRE) General Test for three handicapped groups: level of test performance; test completion; test reliability; and unexpected differential item performance; for three handicapped groups: visually impaired students taking large-type, extended-time administrations; visually impaired students taking timed, regular-type administrations; and physically handicapped students taking timed, regular-type administrations. Results of the study showed the performance of the visually handicapped groups to closely approximate that of nondisabled students. Physically handicapped students, however, performed substantially lower than the comparison group on two of the three General Test scales. Data on test completion showed evidence of possible disadvantage to the two groups of disabled examinees taking timed administrations. Evidence that handicapped students were somewhat less likely to complete the test was found for both groups on the Analytical sections and for one group on the first Quantitative section. In terms of both reliability and item behavior, the psychometric characteristics of the GRE General Test appear comparable for the handicapped and nondisabled groups studied. Though somewhat less comparable, test completion and performance levels also were similar across groups. Further studies of General Test scores— in particular, their factor structure and predictive validity—should provide additional information about their meaning for handicapped students. (86pp.)

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