scholarly journals Graduate Student Selection: Graduate record examination, socioeconomic status, and undergraduate grade point average as predictors of study success in a western European University

2015 ◽  
Vol 23 (1) ◽  
pp. 71-79 ◽  
Author(s):  
Inge T. L. Schwager ◽  
Ute R. Hülsheger ◽  
Brent Bridgeman ◽  
Jonas W. B. Lang
Keyword(s):  
Socioeconomic Status ◽  
Grade Point Average ◽  
Graduate Student ◽  
Student Selection ◽  
Study Success ◽  
Graduate Record Examination ◽  
Grade Point ◽  
Western European ◽  
European University

Grade point average vs competencies: which are most influential for employability?

2019 ◽  
Vol 9 (3) ◽  
pp. 418-433
Author(s):  
Maria Jesus Freire-Seoane ◽  
Carlos Pais-Montes ◽  
Beatriz Lopez-Bermúdez
Keyword(s):  
Grade Point Average ◽  
Soft Skills ◽  
Probit Model ◽  
Positive Influence ◽  
Grade Point ◽  
Content Type ◽  
Individual Level ◽  
Generic Competencies ◽  
Job Finding ◽  
European University

Purpose The purpose of this paper is to measure the combined influence that soft skills and Graduate Point Average (GPA) achievements have on the employability of higher education (HE) graduates, and the possible mitigating effects that score attainments have on some ex ante issues, like the gender asymmetries existing in labour market, or the great difference between some knowledge fields, regarding their unemployment rates. Design/methodology/approach The methodology used is a probit model, performed on a sample of 1,054 HE graduates, coming from a middle-sized European university. Findings The results show: a clear positive influence of the GPA on job finding odds; that some generic competencies improve this probabilities but another ones act as penalties; and that GPA and systemic competencies enhancement initiatives (at an individual level or at HE policy institutions level) could act as attenuators for the gender inequality or for the low recruitment perspectives existing on some knowledge fields like humanities or social sciences. Originality/value A wide scientific literature can be currently found on generic competencies and their influence on the employability odds, but the results regarding GPA attainments are still too heterogeneous and scarcely explored. On the other hand, there’s a non-solved controversy in the literature about the influence of the GPA results on the odds that a HE graduate has to obtain a job: do GPA signal correctly the best candidates? Do current employers prefer competencies scores over GPA attainments? This paper will contribute to clarify these questions.

Relationship of Undergraduate Grade Point Average (GPA) and Graduate Record Examination Scores With Level II Fieldwork Performance

2015 ◽  
Vol 69 (Suppl. 1) ◽  
pp. 6911505120p1
Author(s):  
Alaena Haber ◽  
Allie Fen ◽  
Katherine Perrine ◽  
Jessica Jin ◽  
Molly Bathje ◽  
...  
Keyword(s):  
Grade Point Average ◽  
Graduate Record Examination ◽  
Grade Point ◽  
Level Ii ◽  
Relationship Of

scholarly journals Typical physics Ph.D. admissions criteria limit access to underrepresented groups but fail to predict doctoral completion

2019 ◽  
Vol 5 (1) ◽  
pp. eaat7550 ◽  
Author(s):  
Casey W. Miller ◽  
Benjamin M. Zwickl ◽  
Julie R. Posselt ◽  
Rachel T. Silvestrini ◽  
Theodore Hodapp
Keyword(s):  
Statistical Analysis ◽  
Grade Point Average ◽  
Multivariate Statistical Analysis ◽  
Graduate Record Examination ◽  
Multivariate Statistical ◽  
Grade Point ◽  
Doctoral Completion ◽  
Underrepresented Groups ◽  
Admissions Criteria ◽  
Limit Access

This study aims to understand the effectiveness of typical admissions criteria in identifying students who will complete the Physics Ph.D. Multivariate statistical analysis of roughly one in eight physics Ph.D. students from 2000 to 2010 indicates that the traditional admissions metrics of undergraduate grade point average (GPA) and the Graduate Record Examination (GRE) Quantitative, Verbal, and Physics Subject Tests do not predict completion as effectively admissions committees presume. Significant associations with completion were found for undergraduate GPA in all models and for GRE Quantitative in two of four studied models; GRE Physics and GRE Verbal were not significant in any model. It is notable that completion changed by less than 10% for U.S. physics major test takers scoring in the 10th versus 90th percentile on the Quantitative test. Aside from these limitations in predicting Ph.D. completion overall, overreliance on GRE scores in admissions processes also selects against underrepresented groups.

Prediction of Achievement of Doctoral Students in Education

1992 ◽  
Vol 74 (2) ◽  
pp. 419-423 ◽  
Author(s):  
Raymond C. Kluever ◽  
Kathy E. Green
Keyword(s):  
Grade Point Average ◽  
Doctoral Students ◽  
School Of Education ◽  
Graduate Record Examination ◽  
Doctoral Study ◽  
Grade Point ◽  
Faculty Ratings ◽  
Potential Success ◽  
Criterion Variables ◽  
Score Range

The purpose of this study was to analyze associations among Graduate Record Examination scores, graduate grade point average, and faculty ratings of success for 311 doctoral students in a School of Education. Moderate correlations obtained between examination scores and the criterion variables of faculty ratings and graduate GPAs. Students in the lowest 10% of the examination score range had significantly lower criterion grades and ratings than those in the highest 10%. Examination scores and score combinations are a useful gross screening indicator of potential success for doctoral study in education.

scholarly journals Use of Demographic and Quantitative Admissions Data to Predict Performance on the National Physical Therapy Examination

2007 ◽  
Vol 87 (9) ◽  
pp. 1181-1193 ◽  
Author(s):  
Ralph R Utzman ◽  
Daniel L Riddle ◽  
Dianne V Jewell
Keyword(s):  
Physical Therapy ◽  
Grade Point Average ◽  
Physical Therapist ◽  
Prediction Rule ◽  
Graduate Record Examination ◽  
Grade Point ◽  
National Physical Therapy Examination ◽  
Nationally Representative ◽  
Physical Therapist Student ◽  
Student Risk

Background and Purpose: The purpose of this study was to determine whether admissions data could be used to estimate physical therapist student risk for failing the National Physical Therapy Examination (NPTE). Subjects: A nationally representative sample of 20 physical therapist education programs provided data on 3,365 students. Methods: Programs provided data regarding demographic characteristics, undergraduate grade point average (uGPA), and quantitative and verbal Graduate Record Examination scores (qGRE, vGRE). The Federation of State Boards of Physical Therapy provided NPTE data. Data were analyzed using hierarchical logistic regression. Results: A prediction rule that included uGPA, vGRE, qGRE, and race or ethnicity was developed from the entire sample. Prediction rules for individual programs showed large variation. Discussion and Conclusion: Undergraduate grade point average, GRE scores, and race or ethnicity can be useful for estimating student risk for failing the NPTE. Programs should use GPA and GRE scores along with other data to calculate their own estimates of student risk.

scholarly journals Medical student selection criteria and junior doctor workplace performance

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Ruth M. Sladek ◽  
Christine Burdeniuk ◽  
Alison Jones ◽  
Kevin Forsyth ◽  
Malcolm J. Bond
Keyword(s):  
Medical School ◽  
Grade Point Average ◽  
Performance Measures ◽  
Selection Criteria ◽  
Junior Doctor ◽  
Student Selection ◽  
Workplace Performance ◽  
Grade Point ◽  
Selection Test ◽  
National Selection

Abstract Background Medical school selection decisions have consequences beyond graduation. With generally low attrition rates, most medical students become junior doctors. Universities are therefore not just selecting students into a medical course; they are choosing the future medical workforce. Understanding the relationship between selection criteria and outcomes beyond the successful completion of a medical degree may inform approaches to student selection. Methods A retrospective data matching study was conducted involving 39 interns employed by a South Australian local health network in 2017 who had originally entered Flinders University’s medical school through a graduate pathway. Student selection data were matched with internship workplace performance scores (measured by supervising consultants’ reports across five clinical rotations using a standardised assessment). Correlational analyses then examined associations between these two sets of variables. Results An overall selection rank (equal thirds of weighted Grade Point Average from a prior degree, a panel interview, and a national selection test) was moderately associated with all performance measures, accounting for up to 25% of variance. Both weighted Grade Point Average and the interview had multiple and mostly moderate correlations with performance. An increasing number of years taken to complete the course was associated with poorer workplace performance across multiple outcome measures (moderate to strong negative associations with 31 to 62% of shared variance), as was age to a lesser extent (7 to 14%). The national selection test contributed a single and small relationship accounting for 5% of variance with one outcome measure. Conclusions Selection into medicine is a critical assessment given that most students become doctors. This study found multiple associations between selection scores and junior doctor workplace performance measures in the internship year, with weighted Grade Point Average from a prior degree and an interview appearing more important than the national selection test. Future collaborative research should map desired workplace performance outcomes to initial student selection and explore the impact of changes to selection which focus on assessment of these domains. The association between slower course progression and poorer workplace performance should also be examined.

Predictive Validity of Graduate Record Examination Scores and Undergraduate Grades for Length of Time to Completion of Degree

1992 ◽  
Vol 71 (3) ◽  
pp. 1019-1022 ◽  
Author(s):  
J. Daniel House ◽  
James J. Johnson
Keyword(s):  
Grade Point Average ◽  
Grade Point Averages ◽  
Graduate Study ◽  
Graduate Record Examination ◽  
Entire Sample ◽  
Grade Point ◽  
Master's Degrees ◽  
Time To Completion ◽  
Chi Squared ◽  
Predictive Relationship

This study was intended to investigate the predictive relationship between GRE scores, cumulative undergraduate grade point average, and the length of time (in semesters) from the initiation of graduate study until final completion of a master's degree. Students' records were evaluated for 291 graduate students in psychology who completed master's degrees during a six-year period. Higher cumulative undergraduate grade point averages were significantly correlated with fewer semesters required for completion of a degree for the entire sample. No values of chi squared for the contrasts between program areas were significant, indicating that the correlations obtained can be considered estimates of the same population values.

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