FREQUENTLY ASKED QUESTIONS ABOUT THE NEW GENERAL TEST [b]How and why is the General Test changing? [b][b]Starting on October 1, 2002, the General Test will be composed of [b]verbal, quantitative, and analytical writing sections. The verbal and [b]quantitative sections will be unchanged from their present content. The [b]analytical writing section will be identical to the stand-alone test we [b]now call the Writing Assessment, which was introduced in October 1999. [b]The current analytical section will no longer be part of the General [b]Test. [b][b]These changes to the General Test are being made in order to (1) help [b]admissions committees assess higher level critical thinking and [b]analytical writing skills of applicants, and (2) provide a performance [b]assessment that measures a test taker's ability to make and critique [b]arguments, which is central to the work done by graduate students in [b]most fields. [b][b]TEST CONTENT [b]What skills does the new General Test measure? [b][b]Verbal (section is unchanged; contains 30 multiple-choice questions in [b]computer-adaptive format) [b][b]analyze and evaluate written material and synthesize information [b]obtained from it [b][b]analyze relationships among component parts of sentences [b]recognize relationships between words and concepts [b]Quantitative (section is unchanged; contains 28 multiple-choice [b]questions in computer-adaptive format) [b][b]understand basic concepts of arithmetic, algebra, geometry, and data [b]analysis [b]reason quantitatively [b]solve problems in a quantitative setting [b]Analytical Writing (NEW section; contains two analytical writing tasks) [b][b]articulate complex ideas clearly and effectively [b]examine claims and accompanying evidence [b]support ideas with relevant reasons and examples [b]sustain a well-focused, coherent discussion [b]control the elements of standard written English (this factor plays a [b]role only to the extent that poor writing skills impede readers' [b]understanding of the argument) [b]What is the analytical writing section like? [b][b]The analytical writing section consists of two analytical writing tasks: [b]a 45-minute "Present Your Perspective on an Issue" task and a 30- [b]minute "Analyze an Argument" task. The "Issue" task states an opinion on [b]an issue of general interest and asks you to address the issue from any [b]perspective(s) you wish, as long as you provide relevant reasons and [b]examples to explain and support your views. The "Argument" task presents [b]a different challenge — it requires you to critique an argument by [b]discussing how well reasoned you find it. You are asked to consider the [b]logical soundness of the argument rather than to agree or disagree with [b]the position it presents. These two tasks are complementary in that the [b]first requires you to construct a personal argument about an issue, and [b]the second requires you to critique someone else's argument by assessing [b]its claims. [b][b]Are there examples of what the essay questions look like? [b][b]Yes. You can view all the topics for the analytical writing section on [b]this Web site. In addition, scored sample essays are available, with [b]commentary from GRE readers, on this Web site or in the GRE POWERPREP [b]Software — Test Preparation for the GRE General Test and Writing [b]Assessment. POWERPREP will be sent to you when you register for the [b]computer-based GRE General Test. You can download POWERPREP for free [b]now! [b][b]How does the analytical writing section differ from the verbal section [b]of the General Test? [b][b]Because the analytical writing section is a performance test, you must [b]organize and articulate your own ideas as you discuss a complex issue, [b]as well as explain the logical soundness of an argument you have just [b]read. The verbal section of the General Test measures reading [b]comprehension, and verbal and analogical reasoning skills in a multiple- [b]choice format. Whereas the verbal section measures your ability to [b]understand complex ideas expressed in written passages and in the [b]relationships between words, the analytical writing section measures [b]your ability to articulate and support ideas, and to analyze arguments. [b][b]How does the analytical writing section differ from the TOEFL Test of [b]Written English (TWE)? [b][b]The TOEFL and GRE writing sections are very different. The TWE is not [b]designed to assess higher levels of thinking and analytical writing, but [b]centers instead on command of English vocabulary, grammar, spelling, and [b]syntax. Therefore, scores on the two tests are not at all comparable. [b]Because the TOEFL test emphasizes fundamental writing skills, the TOEFL [b]score can supplement an analytical writing score by helping faculty [b]determine whether a low score on the GRE analytical writing section is [b]due to lack of familiarity with English or to lack of ability to produce [b]and analyze logical arguments. [b][b]How does the current Writing Assessment differ from the new analytical [b]writing section? [b][b]The analytical writing section is the same as the Writing Assessment. It [b]contains the same tasks and is evaluated in the same way. The name has [b]been changed to more closely describe the skills that are being [b]measured. [b][b]TEST PREPARATION [b]How can I prepare for the new General Test? [b][b]A CD-ROM containing GRE POWERPREP Software - Test Preparation for the [b]GRE General Test and Writing Assessment will be sent to you when you [b]register for the GRE computer-based General Test. (POWERPREP can also be [b]downloaded for free now.) The software includes test tutorials, practice [b]questions with explanations, and two actual computer-adaptive tests for [b]the verbal and quantitative sections. The software also includes sample [b]topics and essays for the analytical writing section, and advice on how [b]to write effective essays for the Issue and Argument tasks. POWERPREP [b]lets you practice writing essays under simulated GRE testing conditions [b]with the same GRE word processing and testing tools that appear on the [b]test. NOTE: GRE POWERPREP is only IBM or PC compatible. The software is [b]not compatible with Apple MacIntosh computers. POWERPREP was developed [b]using the same software that is used to administer the General Test at [b]computer-based test centers, which is delivered in a PC environment. [b][b]In addition, you can view information about the nature of the analytical [b]writing section, directions for the two essay tasks, the entire pool of [b]topics, scoring criteria, and samples of scored essays. [b][b]TEST ADMINISTRATION [b]What will the price of the new General Test be in October 2002? [b][b]The General Test will cost US $115 for individuals testing in the United [b]States, U.S. Territories, and Puerto Rico, and US $140 for individuals [b]testing in all other locations. [b][b]How will the new General Test be administered? [b][b]The General Test will continue to be given year-round on the computer. [b]For the analytical writing section of the test, essay tasks will be [b]delivered on the computer, but you can choose to word-process or [b]handwrite your responses. If you choose to handwrite your response, [b]score reporting may take up to six weeks. [b][b]What word processing software is used for the analytical writing [b]section? What tools does it have? [b][b]The GRE Program uses an elementary word processor developed by ETS so [b]that individuals familiar with a specific commercial word processing [b]software do not have an advantage or disadvantage. This software [b]contains the following functions: inserting text, deleting text, cut and [b]paste, and undoing the previous action. Spelling and grammar checkers [b]are not available in the ETS software, in large part to maintain [b]fairness with those examinees who choose to handwrite their essays. You [b]can practice writing essays using the word processor in POWERPREP. [b][b]I am planning to take the GRE General Test in the fall of 2002. How [b]should I decide whether to take it before or after October 1, 2002? [b][b]You should check with the institutions to which you are applying to see [b]whether they have a preference. The GRE Program will urge departments to [b]treat General Test scores in the old and new formats in an even-handed [b]fashion. Of course, you may also take into consideration whether you [b]believe your skills are best showcased in the General Test under the old [b]or new formats. [b][b]SCORING AND REPORTING [b]How will the sections of the General Test be scored? [b][b]The scoring of the verbal and quantitative sections of the General Test [b]will not change. Scores will depend on your performance on the questions [b]given and on the number of questions answered in the time allotted. [b]Because both of these sections are computer adaptive, the questions [b]presented are selected to reflect your performance on preceding [b]questions and the requirements of the test design. Test design factors [b]that influence which questions are presented to you include (1) the [b]statistical characteristics (including difficulty level) of the [b]questions already answered, (2) the required variety of question types, [b]and (3) the appropriate coverage of content. [b][b]For the analytical writing section, each essay receives a score from two [b]trained readers, using a 6-point holistic scale. In holistic scoring, [b]readers are trained to assign scores on the basis of the overall quality [b]of an essay in response to the assigned task. If the two assigned scores [b]differ by more than one point on the scale, the discrepancy is [b]adjudicated by a third, very experienced, reader. Otherwise, the scores [b]from the two readings of an essay are averaged. The final scores on the [b]two essays are then averaged and rounded up to the nearest half-point [b]interval. A single score is reported for the analytical writing section. [b][b]The primary emphasis in scoring the analytical writing section is on [b]your critical thinking and analytical writing skills rather than on [b]grammar and mechanics. (Scoring guides for each essay task are available [b]in POWERPREP.) [b][b]Will examinees that use alternative ways of developing an argument be [b]scored fairly? [b][b]You may use any one of a variety of strategies to structure your essays. [b]Readers are explicitly trained to accept any strategy in an essay that [b]meets the essential requirements of the essay task (i.e., a response [b]that provides the information required by the essay prompt). [b][b]What scores will be reported? [b][b]Three scores will be reported on the new General Test: [b][b]a verbal score reported on the existing 200-800 verbal score scale, in [b]10-point increments [b]a quantitative score reported on the existing 200-800 quantitative score [b]scale, in 10-point increments, and [b]an analytical writing score reported on the existing 0-6 Writing [b]Assessment score scale, in half-point increments. [b]Score recipients will be provided with brief score descriptions of the [b]analytical writing abilities characteristic of particular score levels [b][b]You will receive your unofficial verbal and quantitative scores at the [b]test center. However, because of the essay scoring process, you will not [b]receive your analytical writing scores at that time. [b][b]Will essay responses be sent to the institutions? [b][b]Yes. The GRE Program is planning to send essay responses to GRE score [b]recipients beginning in July 2003. [b][b]When will scores be reported? [b][b]Verbal, quantitative, and analytical writing scores will be sent to you [b]and the institutions you designate within 10 to 15 days of your test [b]administration, which is the usual score reporting timeframe for the [b]General Test. Note that score reporting for the verbal, quantitative, [b]and analytical writing scores may take up to six weeks if you choose to [b]handwrite your essays. [b][b]SCORE USE [b]How is the GRE Program recommending that departments use my scores on [b]the verbal and quantitative sections of the new General Test? [b][b]Because the verbal and quantitative sections of the test have not [b]changed, the GRE Program recommends that departments use scores from [b]these two sections as they always have, considering the Guidelines for [b]the Use of GRE Scores, published in the Guide to the Use of GRE Scores. [b][b]How is the GRE Program recommending that departments interpret my [b]analytical writing score? [b][b]As a performance assessment, the GRE analytical writing section provides [b]a snapshot of your analytical writing ability before entry into graduate [b]school. The Guide to the Use of GRE Scores is being revised to include [b]information on the interpretation of analytical writing scores. This [b]information includes descriptions of the characteristic analytical [b]writing abilities reflected at each score level. [b][b]My native language is not English. How is the GRE Program recommending [b]that departments interpret my analytical writing score? [b][b]If your native language is not English (ESL) and you do not understand [b]the task posed to you, your performance on all three sections of the [b]General Test will be affected. The GRE Program advises test users to [b]consider a variety of pieces of information about ESL applicants, [b]including TOEFL and TWE scores, to determine whether these students [b]would be able to meet the department's requirements. [b][b]Should the analytical writing score be combined with the verbal and [b]quantitative scores? [b][b]The GRE Program does not recommend combining the scores on any of the [b]General Test sections. Each section should be considered separately [b]because it provides insight into a different aspect of the your [b]abilities. [b][b]WRITING ASSESSMENT [b]Will the Writing Assessment still be administered as a separate test? [b][b]The Writing Assessment will be administered as a separate test until [b]December 31, 2002. After that time, it will be discontinued. [b][b]ANALYTICAL SECTION [b]Will the analytical section still be administered? [b][b]No. The analytical section will be discontinued after September 30, [b]2002. [b][b]TEST FAIRNESS [b]How can we know that the analytical writing section is fair for all [b]examinees, including groups that are underrepresented in graduate [b]school? [b][b]The GRE Board has long been concerned that examinee groups not be [b]disadvantaged by any major changes in the General Test. In response to [b]that concern, extensive analyses of group differences in the Writing [b]Assessment were performed before the test became operational in October [b]1999. These analyses have since been supplemented by data from those who [b]have taken the Writing Assessment as an operational test, and by data [b]from a special research study conducted in April 2001. The findings from [b]each of these data sources indicate that there is less difference in the [b]scores of men and women on the Writing Assessment than on the multiple- [b]choice measures. The differences between African American and White [b]examinees and between Hispanic and White examinees are also smaller on [b]the Writing Assessment than on the multiple-choice measures. The [b]difference between Asian American and White examinees is about the same [b]as the difference on the verbal and analytical sections. Asian American [b]examinees outscore White examinees on the quantitative section. [b][b]How can we know that the analytical writing section is fair for [b]examinees whose native language is not English? [b][b]Test takers whose native language is not English (ESL) naturally find [b]the analytical writing section more challenging, on average, than do [b]native speakers of English. Steps have already been taken to ensure that [b]these performance differences are not due to differences in the cross- [b]cultural accessibility of the topics. Special fairness reviews occur for [b]all topics to ensure that the content and tasks are clear and accessible [b]for all groups of test takers, including ESL students. In addition, [b]scorers are trained to focus on the analytical logic of the essay [b]responses more than on spelling, grammar, or syntax. The mechanics of [b]writing are weighed in their ratings only to the extent that these [b]impede clarity of meaning. Since the analytical writing section is [b]tapping into different skills than the multiple-choice measures, it may [b]not be surprising that the performance of ESL examinees differs on this [b]section. Given that graduate faculty have indicated that analytical [b]writing is an important component of work in most graduate schools, [b]including the analytical writing section should increase the validity of [b]the General Test. [b][b] [b][b]