Forget the old 200-800 scale of GRE grades that held for decades and even now serves as SAT test grade scale. The revised GRE (now about 5 years old) has scores in math and verbal with a range between the uninteresting bounds of 130-170, maybe deliberately innocuous numbers that were chosen to avoid all previous associations with any grade scores anywhere! A 150 in math and in verbal was scaled to be the national average, also called the 50th percentile, meaning it would be the score just above that of the bottom half of all test takers. But there has always been “percentile creep” on the ETS tests, meaning that over time the same test grade means a lower percentile than used to, i.e., the same grade has fewer people scoring below it, thereby losing some of its value as a grade.
The GRE has a spotty record actually quite poor at predicting graduate school performance. An internal analysis of 12,000 GRE-takers by Educational Testing Service, the test maker, shows that only 9% (!) of the differences in first year grad grades (the statistic often used to declare grad school a “success”) can be explained by GRE score differences. An independent study found that just 6% (!!) of the differences (i.e., grad school successes) could be explained (i.e., predicted only by) GRE scores! This accuracy is akin to that gained by using a hammer to open an egg! Yet many departments believe accepting only high GRE scores will give them assurance of the success of their graduate students! There’s a disconnect here! The reality is that many students who mull math or readings slowly and deliberately, see multiple answers as having merit and partial rightness at their deepest level of meaning, are creative in their choice of responses, or who write slowly but brilliantly, are golden grad school material who will bomb the GRE. (That is, these valid, productive student styles are 180 degrees from the skills the GRE test demands.) My online GRE prep course shows such students how to, adjust these skills and even apply them in different ways than usual to still cut a good score! Read more
It’s good to know about the typical corporately-trained GRE prep instructor of the expensive, packaged online, or live classroom, courses. They are trained for one of the myriad GRE, MCAT, GMAT, or SAT tests a large company offers everywhere. This instructor is usually someone with some form of classroom experience – a company criterion. Perhaps he/she was an English teacher, or even a special education instructor who never had seen a GRE test curriculum before. This person is run through a series of trainings, often online, from company documents and videos, in specific test strategies, specific questions and their answers, and specific examples organized in a specific way. Often the trainee is trained well enough to get a high score on the GRE or perhaps got one some time ago, but sometimes even this is not a criterion for being hired. The training makes sure the teacher’s explanations are “by the corporate book” and must be more or less delivered the way the company approaches the test. Does all this training make that person a skilled online or in-person test prep teacher? The answer is no. Mark hears often from his current students about the corporately-appointed teacher of a course they had paid big bucks for that was a disappointment – too boring, linear, unimaginative to keep student interest. And too limited to crack through and troubleshoot mistakes in an insightful, growthful way. Read more
Both GRE and SAT have been well shown to underpredict the performance of females in college and university. That is, females of the same scholastic abilities as males score lower than males well beyond chance on these tests. Studies of the predictability of graduate school grades from GRE scores reveal that women who have been out of school for a while are underpredicted for grad school success by their GRE scores. Such findings have been annoying data that the test maker underplays. Read more