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Psychometric and Cognitive Functioning of an Underdetermined Computer-Based Response Type for Quantitative Reasoning GREB GRE GE

Author(s):
Bennett, Randy Elliot; Morley, Mary; Quardt, Dennis; Singley, Mark K.; Rock, Donald A.; Katz, Irvin R.; Nhouyvanisvong, Adisack
Publication Year:
1998
Report Number:
RR-98-29, GREB-95-11R
Source:
ETS Research Report
Document Type:
Report
Page Count:
37
Subject/Key Words:
Graduate Record Examinations Board, Generating Explanations, Reasoning Ability, Item Analysis, Differential Item Difficulty, Quantitative Tests, Graduate Record Examinations (GRE)

Abstract

In the difficulty analyses, two of three item features manipulated had the predicted effect; these features were asking examinees to supply more than one correct answer and to identify whether an item was solvable. Our impact analyses detected no significant gender differences independent of those associated with the General Test. Finally, examinees were evenly divided as to whether they thought GE items provided a fairer indicator of their ability than multiple-choice items, but as in past studies, they overwhelmingly preferred to take more conventional questions.

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