Computer-based tests administered in established commercial testing centers typically have used monitors of uniform size running at a set resolution. Web-based delivery of tests promises to greatly expand access, but at the price of less standardization in equipment. The current study evaluated the effects of variations in screen size, screen resolution, and presentation delay on verbal and mathematics scores in a sample of 357 college-bound high school juniors. The students were randomly assigned to one of six experimental conditions—three screen display conditions crossed with two presentation rate conditions. The three display conditions were: a 17-inch monitor set to a resolution of 1024 × 768, a 17-inch monitor set to a resolution of 640 × 480, and a 15-inch monitor set to a resolution of 640 × 480. Items were presented either with no delay or with a five-second delay between questions (to emulate a slow Internet connection). No significant effects on math scores were found. Verbal scores were higher, by about a quarter of a standard deviation (28 points on the SAT ® scale), with the high-resolution display.

ABSTRACTThis study analyzed interviews with over 100 graduate school staff and faculty in 26 disciplines and 20 institutions who use the Graduate Record Examinations (GRE®). The interviews covered admissions and admissions‐related topics, such as recruitment, retention, and measurement of student success in graduate school. Interviewees consider the GRE General Test to be a useful common standard for students with widely differing backgrounds. In contrast, GRE Subject Tests, although considered to be strong evidence of discipline‐specific knowledge, are being used less in a competitive environment. Graduate programs want more information about the language skills – particularly writing and speaking skills – and personal qualities of applicants, and better information about international students.