GRE_ Test Prep Updates - Flagler College

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When                Milestone

As of July          Free test prep for GRE revised General Test available at

March 15            Registration opens for the GRE revised General Test
August 1            First day of testing for the GRE revised General Test
August 1 –          Save 50% on test fee.
September 30        Scores will not be sent until mid-November
October -November   Score reporting dates will be available according to
                    timetable on
December            Normal score reporting resumes; 10 – 15 days after test
 More than 400 business schools around the world
  accept the GRE General Test scores for their MBA
 Nearly 40% of the leading business schools accept
  GRE scores for their MBA programs (U.S. News & World Report
  Top 100 Business Schools), including Harvard, IE, MIT Sloan,

  NYU Stern, and Stanford.
 New types of questions that reflect the kind of
    thinking and learning that students do in graduate
    and business schools
   The ability to move backwards and forwards within
    test sections in order to review or change answers
   A Help button to review Question directions, Section
    directions, General directions, and testing tools
   A clock that counts down time left in section*
   Mark and Review buttons for flagging questions
    and reviewing/editing answers within the section
    during the time remaining**
 A limited functions calculator to help avoid minor
 calculation errors while encouraging focus on
 thought processes rather than calculations
 On the current computerized test, the VR/QR questions
  adapt to present a more or less difficult question based
  on the correctness or incorrectness of the response on
  the previous question. Scoring then is based on the
  number of questions correct and the difficulty level of
  questions answered.
 The revised test is presented and scored in sections. Thus
  the adaptability occurs at the end of the section, not per
  question. Raw scores are computed from each section
  based on the number of correct answers and the
  difficulty of the questions. Difficulty is based on the
  section adaptability.
 Section orders are randomized although everyone will
  start with a Verbal Reasoning section (cont)
Raw scores are converted to the scaled score through
  the Equating Process which accounts for
 Minor variations in difficulty between different test
 Differences in difficulty among individuals
  introduced by section-level adaptation
The Analytical Writing section is still hand scored
  using the average of the scores assigned by two
  readers using a 6-point holistic scale and rounded up
  to the nearest ½ point interval.
 Once all sections have been completed, test takers
  are asked if they wish to report or cancel their scores.
 If test taker selects report – they are able to view
  their unofficial score* and the score automatically
  becomes part of their 5-year GRE record
 During the August-November non-reporting
  timeframe, the test taker will see estimated score
  ranges for the Verbal and Quantitative Reasoning
  sections on the old 200-800 score scale.
 After December 1, 2011 unofficial VR/QR scores will
  be reported on the new 130-170 scale
 A new scale for scores
      Old scale = 200 – 800 with SD of 10
      New scale = 140 – 170 with SD of 1

 Score reporting to institutions will begin again in
 November 2011
• If a candidate has taken the GRE revised General
  Test, the revised score report will show scores based
  on the new 130 – 170 score scale, along with
  associated percentiles.

• If a candidate has taken the GRE General Test prior
  to August 2011 and submits their scores after
  November 2011, the revised score report will show
  the scores originally earned on the 200 – 800 scale,
  the estimated scores on the new 130 – 170 score
  scale and the associated percentiles.
Assesses ability to:
 Analyze and evaluate complex written material and
  synthesize information obtained from it
 Analyze relations among component parts of
 Recognize relationships among words and concepts

Two 30-minute sections; 20 questions in each section;
 contains 3 question types
 Greater emphasis on complex reasoning skills using
  more text-based materials such as reading passages
 to accommodate different interests and backgrounds
  there is a balance of questions in
 •   Natural Science (Physical and Biological)
 •   Social Sciences (Business, History, Political Science, Sociology,
     Psychology, Economics, and Anthropology)
 •   Humanities (Literature, Philosophy, Art, Sculpture,
     Architecture, Music, Dance, and Theater)
 No specific knowledge of any subject is required
 Less dependence on vocabulary knowledge alone
  resulting in no antonyms or analogies
 New question types: Text Completion Questions and
  Sentence Equivalent Questions added to previous
  question type: Reading Comprehension Sets
 New computer-enabled tasks such as highlighting a
  relevant sentence within a passage to answer a
  particular question
 More reading passages
 More questions
 No line numbering –highlight
 New question formats
  • Multiple Choice 5/1

 •   Multiple Choice 3/x

 •   Select the sentence in passage that fits a given description –
     highlight entire sentence (not subparts) by clicking mouse on a
     portion of the sentence.
 Consists of one or more sentences with 1 to 3 blanks.
 Answer choices consist of alternatives for filling the
 Answer choices are independent
 Scored as 1 answer - No partial credit is gained for
  partially correct answers
It is refreshing to read a book about our planet by an author who does not
   allow facts to be (1) ____ by politics; well aware of the political disputes
   about the effects of human activities on climate and biodiversity, this
   author does not permit them to (2) _____his comprehensive
   description of what we know about our biosphere. He emphasizes the
   enormous gaps in our knowledge, and the (3)___, calling attention to
   the many aspects of planetary evolution that must be better understood
   before we can accurately diagnose the condition of our planet.

       Blank (1)            Blank (2)               Blank (3)
  Overshadowed            Enhance              Plausibility of our hypothesis

  invalidated             Obscure              Certainty of our entitlement
  Illuminated             Underscore           Superficiality of our theories
 Consists of a single sentence with one blank and 6 answer
 Require selection of the two answer choices that complete
  the sentence coherently and produce sentences alike in
  Critics believe that people who ______ complements do so in order to be
  praised twice
         Conjure up
         Shrug off
 basic mathematical skills
 Understanding of elementary mathematical concepts
 Ability to reason quantitatively and to model and solve
  problems with quantitative methods
Mathematical knowledge expected:
 Basic concepts of arithmetic, algebra, geometry and data
  analysis, including high-school level math and statistics
  (generally no higher than Algebra 2);
 Excluding trigonometry, calculus, and higher college-level
 Two 35-minute sections; 20 questions in each section
 More data analysis than on previous test-less algebra,
    geometry and arithmetic
   More real-life scenarios
   Use of on-screen calculator
   Some questions in Data Interpretation sets; will need
    to know quadratic equations and Pythagorean
   New tasks include Multiple Choice and Numeric
    Entry Questions
                 QR Question Types

 Multiple Choice 5/1
 Multiple Choice 5/x
 Quantitative Comparisons – compare two quantities
 Numeric Entry – enter numeric answer in box(es)
  • Includes fractions and percent answers

  • Negative integers may be included in answers using the
  • Numerator and denominator will be entered in separate boxes
    for fraction responses
 Numeric Entry – enter numeric answer in box(es)
  When online calculator is used to determine answers for numeric
    entry , caution used with Transfer Display. It will move
                      whatever is in the data window to the answer
                      box. If answer box shows               %
                      and the data window shows .05 as the
                      decimal answer to a question, the TD
                      will move .05 to the answer box .05%
 Standard math conventions are followed for
 ETS’s The Math Review has been revised and
 Integrates assessment of critical thinking and
  analytical writing
 Assesses ability to
    Articulate and support complex ideas with an Issue Task
    Construct and evaluate arguments with an Argument Task
    Sustain a focused and coherent discussion
 Does not assess specific content knowledge
                   Changes to AW

 Two 30-minute tasks in one section only
 Issue Task will always be the first task
 Previously, test takers were given 45 minutes for the
  Issue Task and were given 2 topics from which to
  choose – with the change in task time, the test taker
  will not choose but will write on the topic assigned in
  the task
 Tasks will be specifically focused on a specific criteria
  that the test-taker will have to respond to in their
1. Write a response in which you discuss the extent to which
     you agree or disagree with the statement 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 these considerations shape your position.
2.   Write a response in which you discuss the extent to which
     you agree or disagree with the statement and explain your
     reasoning for the position you take. In developing and
     supporting your position, describe specific circumstances
     in which adopting the recommendation would or would
     not be advantageous and explain how these examples
     shape your opinion.
3.   Write a response in which you discuss the extent to which
     you agree or disagree with the claim and the reason on
     which that claim is based.

4.   Write a response in which you discuss your views on the
     policy and explain your reasoning for the position you
     take. In developing and supporting your position, you
     should consider the possible consequences of
     implementing the policy and explain how these
     consequences shape your position.
5. Write a response in which you discuss which view
   more closely aligns with your own position and
   explain your reasoning for the position you take.
   In developing and supporting your position, you
   should address both of the views presented.
6. Write a response in which you discuss the extent
   to which you agree or disagree with the claim. In
   developing and supporting your position, be sure
   to address the most compelling reasons and/or
   examples that could be used to challenge your
 GRE Advisor’s Guide: An Inside Look

 GRE Student’s Guide

 Free Prep Materials
 Web-based tool
 Faculty/staff evaluators provide applicant-specific
 information about six key attributes identified as
 essential for graduate study:
 •   knowledge and creativity
 •    resilience
 •   communication skills
 •   planning and organization
 •   teamwork
 •   ethics and integrity
                                                  Student requests faculty
                                                  evaluation. Submits
                                      Applicant   name/email to ETS/PPI

                                                              Receive email from
                                                              ETS/PPI with link to
                                                              evaluation; short
                       Institution                Evaluator
                                                              registration; choose
                                                              applicant. Complete
                                                              evaluation. Student
Means from each scale are                                     never sees report,
converted to a numerical score                                but receives email
that is included in the institution     ETS                   alerting that the
report both from the individual                               evaluation has
rater and as an aggregated mean                               been completed.
from up to 5 evaluators per report.

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