Validity

Assessing the Reliability of GMAT® Analytical Writing

Veronica A Garcia — Tue, 17 May 2011 21:46:46 GMT

The purpose of this study was to evaluate the reliability of an analytical writing assessment using a multifaceted approach. Specifically, data from the Analytical Writing Assessment (AWA), one component of the Graduate Management Admission Test (GMAT), were examined using generalizability (G) theory, inter-rater reliability, and test-retest reliability estimates.

Which Programs Have the Highest Validity: Identifying Characteristics that Affect Prediction of Success

Veronica A Garcia — Wed, 22 Jul 2009 19:26:34 GMT

Concurrent with the need to verify the validity of an instrument is the need to evaluate its efficacy in different situations. It is for this purpose that local validity studies are conducted. Admission tests, for example, are often validated for each individual program using the test.

GMAT® Validity Study Summary Report for 1997 to 2004

Veronica A Garcia — Wed, 22 Jul 2009 19:25:05 GMT

This report summarizes the results from 273 studies involving 41,338 students conducted during the calendar years 1997-2004. Because all studies ask for standard information, such as GMAT® scores and undergraduate grade point average (GPA), and because all studies were conducted using the same analyses, the information can be summarized and compared to look at general findings.

GMAT® Validity for Six European MBA Programs

Veronica A Garcia — Wed, 22 Jul 2009 19:14:24 GMT

This study explores the validity of GMAT® scores for predicting performance in six graduate management programs in Western Europe. The observed validity values are compared to the population of existing validity study results to determine if prediction for Western European programs is meaningfully different from results for US programs.

Assessing Validity by Combining Examinees Across Programs

Veronica A Garcia — Wed, 22 Jul 2009 19:11:33 GMT

In the case of admissions testing, hundreds of validity studies are conducted to ensure that the test scores are related to later performance in the program to which the individual has applied. Oftentimes, validity coefficients and regression lines are used to evaluate the validity of admissions test scores for selecting students that will be successful in a graduate or undergraduate program (Young, 2001).

Predicting Graduate Program Success for Undergraduate and Intended Graduate Accounting and Business-Related Concentrations

Veronica A Garcia — Wed, 22 Jul 2009 19:09:02 GMT

This study investigated the differential validity of the Graduate Management Admission Test® (GMAT®) and undergraduate grades as predictors of graduate-level grade performance for examinees who either completed an undergraduate business major (UGM) discipline or planned to enroll in a specific graduate-level business program. Specifically, the undergraduate and graduate business fields such as accounting, economics, finance, management, and others were investigated.

Executive Education: Predicting Student Success in 22 Executive MBA Programs

Veronica A Garcia — Wed, 22 Jul 2009 19:07:45 GMT

Recent research published by the Graduate Management Admission Council® (GMAC®) indicated that the volume of applications to MBA programs increased during 2006 when compared to 2005 (Schoenfeld, 2006). When different types of MBA programs were examined, the largest increase in volume was reported among EMBA programs, with 69% of executive programs reporting increased applications. Publish date: 2007.

Predicting Success in Graduate Management Doctoral Programs

Veronica A Garcia — Wed, 22 Jul 2009 19:06:19 GMT

Growing media attention surrounds the use, reliability, and validity of test scores for admission into higher education. With recent concerns over scoring errors and misuse of test scores, admission testing is subjected to an ever-increasing level of public scrutiny. It is not surprising then that admission testing programs are under pressure to provide evidence that they are fulfilling their missions by using instruments that enable valid and reliable inferences about future student performance.