Calculator Use on the "GRE"® Revised General Test Quantitative Reasoning Measure. ETS GRE® Board Research Report. ETS GRE®-14-02. ETS Research Report. RR-14-25

Autor/in	Attali, Yigal
Titel	Calculator Use on the "GRE"® Revised General Test Quantitative Reasoning Measure. ETS GRE® Board Research Report. ETS GRE®-14-02. ETS Research Report. RR-14-25
Quelle	In: ETS Research Report Series, (2014), (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	College Entrance Examinations; Graduate Study; Calculators; Test Items; Item Analysis; Difficulty Level; High Achievement; Mathematics Skills; Test Construction; Prediction; Accuracy; Correlation; Computer Assisted Testing; Cognitive Ability; Gender Differences; Racial Differences; Statistical Analysis; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Calculator; Rechner; Rechenmaschine; Test content; Testaufgabe; Itemanalyse; Schwierigkeitsgrad; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Testaufbau; Vorhersage; Korrelation; Denkfähigkeit; Geschlechterkonflikt; Rassenunterschied; Statistische Analyse
Abstract	Previous research on calculator use in standardized assessments of quantitative ability focused on the effect of calculator availability on item difficulty and on whether test developers can predict these effects. With the introduction of an on-screen calculator on the Quantitative Reasoning measure of the "GRE"® revised General Test, it is possible to explore calculator use in more detail. This study investigates calculator usage for the GRE examinee population across examinee and item characteristics. Results suggest that calculator usage in the GRE is very common (75% of responses used a calculator) but is less prevalent for low and high ability examinees and for male, Black, and Hispanic examinees. Items associated with lower levels of calculator usage tended to be more difficult, required less time to answer, and did not present a real-world application. Quantitative comparison items were also associated with less calculator usage, but other item type and content distinctions showed small differences in usage. Most items exhibited a positive relation between calculator usage and response accuracy (after controlling for examinee ability), that is, responses that used the calculator were more likely to be correct. Items that did not show an association between calculator use and accuracy tended to be easier and had less overall usage of the calculator. [The report presents the findings of a research project funded by and carried out under the auspices of the Graduate Record Examinations Board.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01