reviving verbal skills at college and graduate levels[1]

8/14/2019 Reviving Verbal Skills at College and Graduate Levels[1]

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Reviving Verbal Skills 1

Running head: REVIVING VERBAL SKILLS

Reviving Verbal Skills

At College and Graduate Levels

C. Gallagher

University of Phoenix


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Abstract 4

Chapter I: Introduction 5

Problem Statement 5

Purpose 5

Description of Community 5

Description of Work Setting 8

Writers Role 10

Chapter II: Study of the Problem 11

Problem Description 11

Problem Documentation 13

Literature Review 14

Causative Analysis 21

Chapter III: Outcomes and Evaluation 23

Goals and Expectations 23

Expected Outcomes 23

Measurement of Outcomes 25

Analysis of Results 26

Chapter IV: Solution Strategy 29

Problem Statement. 29

Discussion 29

Description of Selected Solutions 33

Calendar Plan 35

Chapter V: Results 36


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Results 36

Discussion 38

Recommendations and Plans for Dissemination 43

References 48

Appendix A 52

Appendix B 53

Table 1 54

Table 2 57

Table 3 59

Table 4 60

Table 5 61

Table 6 64

Table 7 65

Figure Captions 67

Figure 1 68

Figure 2 69

Figure 3 70


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Abstract

Concerns among professional ethnic, demographic, and socioeconomic groups for standardized

tests regard the multiple connotations of words that vary by dialect, generation, profession,

community, and interest. Therefore, challenges and criticisms regarding inherent biases of the

Graduate Record Exam (GRE) have been subjects of scrutiny, especially as less than 100% of the

examinees showed a 20-point decline in verbal scores over the past 25 years. Those who have

attempted to manage literacy rates have posed concerns about score reliability. This study has

indicated that action-group examinees relied on online-classroom settings and direct exam

preparation through the exam administrators, and they increased their scores by 200 points in

contrast to the control group. Consequently, value for legitimate standardized tests has

diminished.


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Chapter I: Introduction

Problem Statement

The problem was that many graduating and Graduate University students had avoided

GREs because they feared poor scores reflecting controversial diverse idioms and biases which

they felt had fluctuated naturally according to cultural and geographical areas.

Purpose

The purpose of this study included the determination of a specific solution strategy that

would improve annual progress of undergraduate and graduate GRE Verbal Scores, increased

value and student turn-out for such high-stakes standardized exams, and overall score

significance. The purpose of this study did determine an ultimate solution strategy through a

quasi-experimental design.

Furthermore, the purpose of this study addressed and recursively corrected fears of

students who had noted that poor scores typically reflected controversial diverse dialects,

socioeconomic status, and demographic preferences--biases that fluctuated according to cultural

and geographical areas. This culminated in a trend of verbal scores (see Figure 1) that have

consistently declined throughout the last 35 years. The assessment of students included two

groups of examinees. One group of examinees prepared for the exam through the solution

strategy--educational online classroom settings and new study guides offered by Kaplan and

Princeton Review (the experimental or action group (X1). The other group relied on study skills

that were offered through preparation offered by public or private universities or by independent

self-study (control or contrasted groups (X2).

Description of Community


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Through a rapid transition from an agricultural to an urban- and military-base, the

community is represented as a population of almost 304 million non-institutionalized civilians,

17.5 million undergraduate college students over the age of 15; and 3.3 million graduate students

Appendix A). According to The National Data Book of The 2008 Statistical Abstract, U.S.

Census Bureau, 12,980,000 public college students and 4,292,000 private college students existed

during 2004 (i.e., 17,272,000 altogether); the projection for 2008 included 18,264,000 altogether)

(U.S. Census Bureau, 2006, p. 1).

Though rates of unemployment have been alarmingly high, especially for some groups,

Asian-American families averaged the highest median family income while black families

averaged the lowest. Caucasian and Asian-American parents with minor children averaged

greater incomes than Caucasian and Asian-American couples without children. Compared to

White and Asian-American families, Black and Hispanic families averaged much lower incomes.

More than 40 % of children from Alaska, New Mexico, Louisiana, and Mississippi lived in

impoverished conditions (Barton, Coley, & Educational Testing Service, 2007, p. 3). More than

twice as many African American women in contrast to Afro American men planned to enroll in

graduate schoolAfrican American women comprised over half of the enrollment of every

minority group, and included the highest percentage of all other female graduate students

(Brown, 2006, p. 11).

This nations commitment to education has included its justifiable pride over its

provision of a college education for all citizens ranging from the traditional high school graduate

to the senior citizen who intended to fulfill a lifelong vision of earning a college degree (Barton

et al., 2007, p. 5)this was a contributing factor of rapid national development. Since the

Carnegie Foundation for the Advancement of Teaching began to fund the Graduate Record


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Examination General Test in the early 1930s, widespread implementation of the Exam has

prevailed since the conclusion of World War II. The Institute of Educational Scienceand the

National ScienceFoundation (NSF) have long provided funds to research and develop all phases

of standardized exams such as the SAT and GRE (Millet & Nettles, 2006, p. xvi). Universities

have long adapted a range of selective criteria toward their admission of freshmen--83% of

public four-year and 72% of private non-profit four-year institutions review admissions test

scores, compared with only 4% of two-year public institutions (Chronicle of Higher Education,

2005; Barton et al., 2007, p. 6).

Greater than a quarter of college freshmen did enroll in at least one class of remedial

writing, mathematics, or reading. Current learning environments have ranged from lecturing

faculty members to faculty members who taught online courses or exam-preparatory courses that

students found accessible at any time, and that enhance security, self-motivation, and freedom.

Learning institutions have varied in their perspectives regarding student accomplishment. Brown

University has had no core requirements, quite an extreme in contrast to the general middle

education requirement; great-books-style curriculum of Columbia University and the University

of Chicago has represented the other extreme (Barton et al., 2007, p. 6).

The goals of the University and College have focused on academic excellence for all

students. The University is an institution of higher education that achieves multiple purposes.

Existing in a plentiful, diverse urban expanse, it has recognized its mission: Our primary

mission and distinguishing feature has been teachinga commitment to research and to service

the community--a foremost priority (University Bulletin, n.d.). The University represents a

harmonious community providing students with a general education and with special interests.

Additionally, the University has sought to formulate new standard curricula toward the extension


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of innovative and experimental teaching; to impart literacy through insightful mentoring and

administration; and to promote excellence in scholarship and research.

The University has long recognized its own unique urban and international character.

Furthermore, it has encouraged a close relationship between the entire nation and the global

learning communities through members and groups who have worked on problems and

opportunities of mutual concern. The University and national evaluation examiners have been

dedicated to the providing of the best possible education to undergraduate and to graduate

students; to the contributing of knowledge and problem solutions through research; and to the

serving of individual needs throughout the nation and international communities. Individual

school districts have encouraged community involvement in education.

Description of the Work Setting

This research project revolved about a work setting that reflected the facilitation of online

instruction and examination negotiated by Kaplan and Princeton Review administrators as they

were located in Berkeley, California. In advance of the sample post-tests, the administrators

implemented the unique solution intervention strategy, a workshop based on an Internet-Based

Testing (IBT) platform that was originally based near Stanford Research Institute. The IBT also

served as the base for the Test of English as a Foreign Language (TOEFL). A part of the

intervention solution plan, the IBT beta examination plan included options that enabled students

to foresee test items of the final certified exam. Involving approximately 3000 students (the

experimental or action group (X1) who had prepared for the GRE through Princeton Review and

Kaplan sites based online and at Bay Area schools and social service agencies, another 3000

students (the control or contrast group (X2) had relied on study skills offered through public or

private universities. Of these 6000 students, 26% of them represented ethnic minorities12%


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African Americans, 7% Hispanics/Latinos, 6% Asians, and 1% American Indians (Brown, 2006,

p. 11). Each group included 56%women; 44% men (Educational Testing Service, 2007, p. 13).

The work setting included time limits that served important functions. The work domain

abided by time limits that were oriented about rates of performance that corresponded with areas

of interest and achieved knowledge. The work area enforced time limits toward coordinated

clerical coding rates parallel to tasks of individual students and rates at which examinees

responded. Reflecting intrinsic parts of the tested construct, the work setting of the online

environment included characteristics that were the same as the Wechsler Intelligence Scales. The

online work setting included limited frames to an extent that time restrictions were imposed for

construct reasons as opposed to administrative reasons which were not always clear (Bridgeman,

Cline, & Hessinger, 2003, p. 1). Dianetics and Scientology had been among the test

administrators who maintained numerous offices in the work setting including an online platform

dedicated to intelligence testing and electrocardiograph tests supporting state-of-the-art systems.

The research project included 16% of participants who were international students, 26%

of U.S. students who were ethnic minority group members, and 45% who worked part-time

(Council of Graduate Schools, 2006). Research included participants who had represented 40%

of international students who had studied Engineering or Physical Sciences, only 10% of U.S.

students who had been enrolled in these two fields (Council of Graduate Schools, 2006, para.

12). That research aligned with the trend that minority students in graduate education had made

significant gains through their focus in science and engineering fields, trends that had included

increased international enrollment by 4% in 2005 (Council of Graduate Schools, 2006, para. 5).

Reflecting long-term women graduate enrollment growth that had increased to a current 58% of

the potential graduate population (Council of Graduate Schools, 2006, para. 6), the active


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research was based on computerized administration that originated in Silicon Valley, the home of

Stanford Research Institute. All examinees were acquainted with transformational learning, one

of the work area constructs.

Writers Role

As a recipient of a B.A. in English Literature, the writer originally had majored in

Psychology and Psyche Lab for several years; she acquired work experience as she prepared

work proposals, patent applications, original internationally copyrighted literature, and

mentoring-instruction toward Philosophy and standardized test preparation through numerous

lifelong University peers. Furthermore, the writer administered intelligence tests as a volunteer at

Dianetics and Scientology while she meticulously maintained files in conjunction to her work

until 1985. The writer began to teach through her excellent in-class performance more than 30

years ago; she maintained the association of honorable attorneys who provided valuable letters of

reference, and she has continued to promote and instruct literature through her online site that has

appealed to many highly distinguished lifelong associates who have been actively involved in

business and academic commitments associated with Silicon Valley.

The writers role at the University has long included work through professional

publishers--editing and revision of documents, directing individual assignments, and referring to

Philosophical Historic references and subjects as appropriate to lifelong teaching and education.

The writer has long maintained the responsibility for continuing to promote and influence

important vocabulary; analytical, critical, and persuasive writing; and reasoning skills that she

initiated more than 30 years ago at San Lorenzo Valley High, Peterson High, University of Santa

Clara, and University of California at Santa Cruz through the direction of the late President


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Dwight D. Eisenhower, Virgil Seward Ready, associates of the Masonic Temple, General Electric

Engineers, Oxford University, and the late Austen D. Warburton, Attorney-at-Law.

Chapter II: Study of the Problem

Problem Description


GREs because they feared poor scores that reflected controversial diverse idioms and biases

which they felt had fluctuated naturally according to cultural and geographical areas.

As they ignored etymologies, students had poorly prepared themselves for college

success. Students who ignored extracurricularstudies and projects had been ill prepared for

standardized exams such as the GRE, an exam that most college seniors avoid (Appendix A).

Working for successful school performance, these students sought test preparation as well as

effective study programs and guides. As they had performed well on high-stakes tests, they

reportedly communicated with examiners who were commonly their own parents (Millet &

Nettles, 2006, p. 160). Controversial dialectic variables and biases that fluctuated by ethnic and

professional group continued to generate fear for the exam by students who were accustomed to

excellent scores.

By June 2008, the Educational Testing Service (ETS) had hoped for a greater turn-out of

GRE examinees and for improved verbal scores as a result of a solution strategy. Ironically,

current reports from theInternational Journal of Instructional Media (Wallace & Clariana,

2005), Communicational Quarterly (Feeley, Williams, & Wise, 2007), and the College Student

Journal(Mupinga & Mupinga, 2005) continued to pose valid challenges of ETS goals and

knowledge bases. The problem statement was linked to pro-longed communicational skills,


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reasoning, and dialectic distinctions that were deficient. Poor student turn-out and declining

verbal skills compelled volunteers to evaluate the problem.

Educators and students reported performance gaps and biases due to gender and

environmental differences (Feeley, Williams, & Wise, 2007, p. 229) as well as between those who

did and did not prepare for the exam. Results unequivocally indicated that all students who

sought college success sought to prepare for standardized tests. Problems were documented and

analyzed about computer- over paper-administered exams (Wallace & Clariana, 2005, p. 171)

women who had lagged behind men improved their scores when they acquired computer savvy

and enhanced test orientation. The problems that varied by ethnic and socioeconomic

backgrounds, and by associated environmental or dialectic and religious preferences, also

reflected examinee access to computers which are essential to test preparation (Feeley et al.,

2007, p. 230). The varied scope of the exam was inherent within multinomial models of error

testing (Lee, 2007, 255).

Further errors were apparent through error of measurement, the difference between the

actual score and the true score of an individuals perfect measures of ability tested (Lee, 2007, p.

i). Reports and documents regarding meta-analyses indicated reliable predictive validity that ETS

extended abroad especially through an online base that endeavored but failed to generate interest

for the standardized test and to distinguish among professional and cultural idioms essential to

successful verbal scores (Mupinga & Mupinga, 2005).

Problem Documentation

Only 350,000 to 400,000 (.02%) of 19.67 million students had taken the GRE each year

of 17.47 million undergraduate and 2.2 million graduate students, significantly few furthered

their college success and strengthened their academic skills by taking the Exam. Many


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international pupils did not receive substantial verbal scores (Mupinga & Mupinga, 2005, p. 402).

The mean verbal score between July 1, 2003 and June 30, 2006 was only 465--65 points lower

than the mean score in 1965, indicating a consistent downward trend.

Of the 300,000 to 400,000 students who took the GRE each year, 41,000 were from China

(Pendell-Jones, 2003, para. 1) where the black-market for diplomas had exploded and where

rampant cheating had undermined academic integrity of its regional students. Approximately

90% of Chinese test-takers did not believe that purchasing the answer sheets or notes constituted

cheating. Cheating by PC had been common, especially among the Chinese community. As many

as 75% of all students had admitted to some cheating, and 14% of all students declared that

cheating was fair to some degree (Pendell-Jones, 2003, para. 11).

Though percentages of international students had increased within nationally based

Universities, their current declining enrollments necessitated compensation of alternate teaching

and research assistantship functions (Millet & Nettles, 2006, p. 216). Students from third world

countries were not adequately exposed to computers throughout their lives. From an international

student perspective, the GRE demanded too much spoken English (Pendell-Jones, 2003). Some

reports persisted regarding discrimination by gender, and ETS admitted that researchers had

found women to have lower completion rates than men (Millet & Nettles, 2006, p. 217). The

Council of Graduate Schools reported that men earn 52% of doctorates, though they comprise

42% of total graduate enrollment (Council of Graduate Schools, 2006, para. 6)

Even from ethnic American perspectives, the GRE demanded too much English unique to

esoteric jargon and acronyms of groups with which most students were unacquainted (Mupinga

& Mupinga, 2005, p. 402). ETS had admitted that a concern for women is research productivity

in engineering and in sciences and mathematics where, due to numerous background and


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experience factors, men showed a significant advantage in paper presentations, publishing

research articles, and consequently, overall research productivity (Millet & Nettles, 2006, p.

217).

The online and paper-based study guides and exams were based on time limits that served

important functions. These time limits noted a rate of performance corresponding with construct

of interest. These time limits were due to clerical coding speed reflecting such easy tasks that

individual differences prevailed only in respect to the examinee response rates. Performance

timing rates were an intrinsic part of the tested construct identical to the Wechsler Intelligence

Scales. The extent to which a time limit is imposed for construct reasons, as opposed to

administrative reasons, was not always clear (Bridgeman, Cline, & Hessinger, 2003, p. 1).

Literature Review

Literature indicates that high-stakes standardized tests such as the GRE are known for

many well-documented biases, even by former ETS employees who challenge its predictive

validity and other flaws (FairTest, 2007, para. 4); therefore, ETS recursively perfects a unique

solution strategy that has been offered through Kaplan and Princeton Review by means of an

online IBT base. Though excellent academic skills require life-time study and communicative

skills, the new IBT platform, also used for the TOEFL, offers an improved learning intervention

that attempts to overturn the well-documented biases for which the GRE is known.

Literature indicates that the beta test offered through the IBT platform enables examinees

to foresee topics that the final certified exam will cover. Security problems arising due to

repeated use of the same items have been newly addressed. Because GRE tests have been

developed for students who have been educated in the United States, as the academic and

cultural foundations of non-native English speakers continue to be considered along with other


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Scores acquired from 15,948 perspective graduate school students served as a guide about

extra test-taker time that added about seven points each to the examinee verbal and quantitative

scores (Bridgeman et al., 2003). The technical manual for the GRE General Test indicated that

swiftness was a potential threat to the validity of the test that was primarily intended to reflect

intellectual power rather than the rate at which examinees operate (Bridgeman et al., 2003, p. 1).

The intervention solution overcomes the assumption that a variation exists about the rate that

examinees address test items, an inconsequential cause of encumbered achievement. Insight

required to work rapidly or to process information efficiently may be a relevant aspect of

academic ability (Briel, O'Neill, & Scheuneman, 1993, p. 83; Bridgeman et al., 2003, p. 1).

The affects of socioeconomic differences cause highly distinguished examiners and

psychologists to work to prevent injustice and bias. However, at the same time researchers strive

to rate student conceptualization, research, and writing skills with a view to explore potential

productivity (Millet & Nettles, 2006, p. 186). The development of the unique solution

intervention reveal linked parental support to college success. Students clearly require support

and influence of parents who have relatively high educational attainment (Millet & Nettles,

2006, p. 49). They reflect their parental socioeconomic status (SES) as a composite of their

educational attainment and occupational prestige (Millet & Nettles, 2006, p. 160). The halo

effect is evident in standardized test scores that represent student associations with parents or

adults who work in doctorate areas. Examiners recognize that a low parental SES may be the

cause for which many international students do not perform well on the verbal section of

standardized tests such as the Graduate Record Exam (GRE) (Mupinga & Mupinga, 2005, p.

402).


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As scientists and researchers are prone as anyone else to human flaw, they may be

misguided by their values and prejudices (Finn, 2006, p. 16); therefore, students are

encouraged by current researcher-examiners to develop strong convictions to study literature and

to challenge biases that may underestimate their performance. The solution intervention included

reliable and valid high-stakes exam preparation that has passed pilot tests enabling test

administrators to evaluate and to compile statistics pertaining to their goals. The Donath Group is

a company of administrators that has developed internal tests (IT) on a tight schedule

(Questionmark Case Study, 2007). This major test developer has expedited test development to

that which far exceeds the standard minimum of four to six months.

A proctored test-based environment is now obviated by standard beta test devisors who

require but a limited 3 weeks to prototype and to administer an examination. The Donath Group

developed an exam with browser-function controls, known as Perception Secure Browser,

whereby test items are unavailable for copying, printing, and saving (Questionmark Case Study,

2007). From any location, examinees may log-in and within a narrow time-frame complete a

given exam one time. The beta test allows examinees to foresee topics that the final certified

exam will cover. Hence, creators of testing software, the Donath Group is administering pilot

tests online so as to promote an affordable means by which individuals may study and prepare for

exams. Subject to radical change, this pilot testing is available worldwide and is different from

the original version.

Literature reveals an unresolved problem regarding computerized testing that involves

performance bias which an examinee or instructor may unintentionally project regarding

preferences for gender, ethnicity, and socioeconomic status, especially on paper-based multiple

choice tests in contrast to computerized tests, for example. In one case addressed through my


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ARP, a female group scored lower than the male group on both paper and online tests. Through

the intervention process, the female group gained computer savvy. Despite computer anxiety and

deprived access to computers, as the female group became familiar with computers, regaining the

incentive to achieve and to be independent, administrators documented improved GRE scores.

Literature indicates that computer savvy is a predominant key factor to successful examination

(Feeley et al., 2007; Educational Testing Service, 2007). A performance-centered test that

measures software-application skills, the Skills Assessment Manager (SAM) assesses computer

proficiency as users employ an application such as test-taking or program, lesson, instructional,

training, and correctional development. The two sample populations of test-takers were required

to adapt to the SAM-testing software.

According to literature, the computer adaptive test (CAT) requires students to move to

the next question only after responding to the one on the screen (Mupinga & Mupinga, 2005, p.

402). Literature indicates that inadequate GRE scores have compelled ETS to address graduate

competency actively, especially in respect to international pupils whose cultural and educational

environments are unlike those of the exam devisers. High scores invariably reflect parental

involvement in securing student needs. Literature further declares that studies have continued to

investigate and correct problems the examinees report that include both declining solar and

nuclear family relationships. Assessing graduate school skills is a complex task from a technical

as well as conceptual perspective. Mentors and teachers continue to struggle to decipher among

international students perception for the GREs issues of purpose, structure, and content of the

verbal section (Mupinga & Mupinga, 2005, p. 403). One fear pertains to examinees of

socioeconomic and ethnic foundations that may generate an expanded performance gap as a

consequence of computerized examination. Low-income and minority subpopulations that are


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unable to integrate technological resources will exacerbate the bias pertaining to ethnicity and

socioeconomics. Literature indicates that poor and minority children will encounter sustained

disorientation due to their inability to prepare for standardized tests through a computerized

platform. As long as females have access to computers, they indicate that they can outperform

males (Wallace & Clariana, 2005; Feeley et al., 2007). The need for computers is significantly

prevalent among females, especially those who are Afro-American (Feeley et al., 2007, para. 3).

A qualitative study provided data collected through formal and informal interviews of

students who represented three commonwealth countries, one francophone nation, two Asiatic

nations and one English-speaking nation, all providing responses to sensitive or embarrassing

issues (Mupinga & Mupinga, 2005). Literature reveals that the consumption of time affects their

performance. Examinees report that their hesitated responses were compelled by their insecure

feelings over reliable questions and anticipated responses. Literature reveals responses of

examinees who indicate that some terms and concepts cannot be standardized. GRE examinees,

especially international students, report that the exam seems to be a test of speed, vocabulary,

and culture of the test developerthey indicate that test developers and users do not seem to

understand and to consider the thinking process of anyone whose first language is not English

(Mupinga & Mupinga, 2005, p. 404). Too many words evoke more than one connotation today,

especially now that acronyms dominate very much attention. Literature indicates that

international students report, this is not an issue of word ambiguity, but social exposure

(Mupinga & Mupinga, 2005, p. 405).

Literature reveals that test takers who replace their fear with contemplative challenge will

experience ultimately a greater percentage of the eligible population whom take the exam; then

they will provide evidence of increased verbal scores. The percent is five to 10% of


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Causative Analysis

Numerous causes had compelled fear of students for standardized tests, especially the

GRE, which included words and concepts that expressed numerous connotations, specific biases,

and communicational deficiencies imposed by poor socioeconomic status, and religious,

demographic, and professional preferences, limited test-taking time, and testing anxiety. Even

though students continued to review vocabulary, they had not predicted the professional or

cultural connotation to which the examiners were referring. Students had been labeled as

disadvantaged when they sought guidance to differentiate among meanings and associations of

words such as mass, outline, culture, element, factor, and dialect, for example; they

manifested stereotypic syndrome which restricted their academic career. Students of poor

socioeconomic status needed the opportunity to direct their literary concerns to appropriate

agencies. ETS had been attempting to correct dilemmas that pertain to students across multiple

major demographic, religious, environmental, and professional subjects; however, they continued

to include questions that were not restricted analytic, synthetic, logical, and comprehensive skills.

Students needed to express their right to prepare thoroughly for the exam.

Students who had detected specific biases that pertained to examiner bias and test-deviser

projections needed an opportunity to present their concerns to an effective agency. Such an

agency associated with ETS remained receptive to test bias and misuse of scores that intensified

educational inequitymore time was extended by the department to revise specific questions that

had pertained to diverse usages. Some minority and disadvantaged groups who had been objects

of negative stereotypes that projected intellectual inferiority and effected negative performances

such as stereotype threat needed to be directed through workshops and agencies within specific

Universities as well as the ETS.


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Students who experience communicational detriments required opportunistic online

assistance and feedback through public libraries and learning institutions as they refined their

applied knowledge base. These students needed to experience equity, quality, and competency of

test devisers; consequently, as psychometric and statistical methods and capacities focused on

reliable quantitative assessment that includes differential item functioning (DIF) and score equity

analysis (SEA), they feared suboptimal features that restricted their response mechanisms. ETS

had failed to consider individualized needs. Students who had succumbed to disabling family

socioeconomic status were not represented fairly by faculty members. Consequently, students

favorably documented diligence, competency, class participation, and essential letters of

recommendation that together needed to comprise the student portfolio also formed a light for

concern. Unfortunately, students who had suffered as victims of crime were unduly deprived as

students of greater socioeconomic status expressed very much advantage that camouflaged justice

and avenues to accurate literacy rates.

The ETS needed to verify that teachers and professors had modified their curriculum and

teaching methods so as to maintain parallel definitions and associations inherent within high-

stakes exams. Classroom teachers and professors had not always considered the meanings

required of standardized curriculum. Not even public libraries had included student access to

databases on which ETS had reliedthe new encrypted system that had included preferential

meanings and associations of words that evoked generations of diverse meaning. Libraries

needed to make available computer access to correspond with educational dependency on

computerized testing. Workshops needed to be conducted in accessible areas to assist students to

overcome test-taking anxiety and poor self-esteem that had inhibited accurate, realistic test

scores.


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Chapter III: Outcomes and Evaluation

Goals and Expectations

The goal of this action research project was to provide assistance to students who

needed to discriminate effectively among controversial diverse idioms and biasesgenerational,

cultural, and demographical differences that compelled test-taking fears, phobias, and a

progressive decline in verbal scores. Promoting improved Verbal and General Scores of the GRE,

this goal pertained to the cultivation of effective study and communicative strategies that gleaned

a greater percentage of the eligible population to prepare for the standardized exam through

integral online preparatory pre-tests. In addition, this goal sought to improve annual progress of

undergraduate and graduate student participation in the devising of the exam; the goal also sought

to instill meaningfulness and accuracy in respect to the intentions of ETS, a nonprofit

organization and agency.

Enhancing annual progress of undergraduate and graduate students toward greater

participation in the devising of a globally comprehensible exam, this goal sought also to instill

irrefutable value for high-stakes standardized exams that gradually become but one possible

component of student portfolios and formative evaluations. Furthermore, this goal sought to

address fears of students, examinees, and examiners who had noted that poor scores reflect many

possible controversies--diverse dialects, socioeconomic status, and demographic preferences.

Expected Outcomes

Action researchers anticipated numerous outcomes to be accomplished by students

who organized their work, lives, and studies for college success and effective contemplative-

communicational skills as they acquired direct answers to their questions associated with

controversial diverse idioms and biases which had fluctuated according to cultural, geographical


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areas, and elitist practices. As a result of the survey, no fewer than five to 10%of undergraduate

and graduate students located in Berkeley ignored this exam as they sought to address the biases

that ETS encouraged them to share. This expected outcome meant that 913,200 to 1,826,400

examinee candidates had signed up previously for the annual exam, in contrast to last years

300,000 to 400,000. Administrators of the exam located in Berkeley conducted sample pre-tests

and sample post-tests. Before administering the sample post-tests, the administrators conducted a

survey. Another outcome pertained to improved test scores, although greater emphasis by

admissions administrators was directed away from mere snapshots of academic achievement.

No more than one-half of the examinees achieved verbal scores that were less than 500

35-points above the mean verbal score of July 1, 2003 to June 30, 2006 which was only 465--65

points lower than the mean score during 1965--the consistent downward trend that indicated

unstable, challenging literacy rates. At least 50% of the scores continued to include similar

performances of men and women in all areas of the Verbal Skills, Quantitative Reasoning, and

Analytical Writing Sections of the exam. This approximate 50% stable balance revealed sustained

progress of achievement between genders, especially improvement of women in the past 5 years.

At least 50% of those surveyed reported their opportunity to share with test devisers the

difficulties that had pertained to idiomatic distinctions. No less than 15%, in contrast to the

current 9% of first-year graduate-school grades, reflected student academic competency. No less

than 50% of those tested indicated scores that were below average due to security issues essential

to the prevention of examinee test anxiety especially evident among women until the advent of

computerized testing. No less than 20%, in contrast to the current 14% variation in undergraduate

to graduate-school grades, were evident, an indication a very strong relationship between test-

scores, academic achievement, and college success.


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Measurement of Outcomes

Concerns over controversial diverse idioms and biases that fluctuated according to

cultural and geographical areas were continually addressed through voluntary pre- and post-tests

as well as through the opportunity provided by ETS volunteers who work together to devise the

GRE and other standardized exams. Examinees and inquirers who had reviewed pre- and post-

surveys and tests were recognized as a selected number from the two groups of 3 thousand each.

Measurement of outcomes were presented by educators to learn through a frequency/cumulative

distribution of two preliminary pre- and post- online surveys how students felt about standardized

tests, their problems, and benefits of transformative or meta-cognitive learning. Pre-test and post-

test measurements also were compared through frequency distributions, z scores, and correlation.

Researchers managed pre- and post- surveys and tests to see that all classes were mutually

exclusive. They included all groups of subjects, even as the frequency of scores was zero.

Furthermore, they avoided open-ended intervals as much as possible, each group of subjects,

therefore, having included the same width. An e-research project correlating accumulative scores

reflected the facilitation of online instruction and examination that included not only pre- and

post-sample tests but surveys, the solution intervention strategy of the experimental group, and an

IBT platform which was also the base of the TOEFL. Both post-tests were administered to

experimental and to control groups.

Through correlation, the IBT beta test was measured for its outcome as an optional part of

the intervention, a unique solution plan offered at will through an online work setting that

allowed examinees to foresee topics that the final certified exam covered. This referred to the

number of examinees who received significant scores from 300-400 on each of three tests.

This also referred to the number of examinees who received significant scores from 400-


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500 on each of three tests; to the number of examinees who received scores that were greater than

500 on any of three tests; and to the number of examinees who diligently attempted to score but

who scored 300.

Pertaining to the action research project that involved approximately 3000 students (the

experimental or action group (X1) who had prepared for the GRE (in part through a novel study

program) by Princeton Review and Kaplan, this action research also included another 3000

students (the control or contrast group (X2). That group had relied on study skills offered through

public and private universities and through independent study. Associated with 3000 students,

one groupwas comprised of6 thousand altogether, 26% of them represented ethnic minorities

12% African Americans, 7% Hispanics/Latinos, 6% Asians, and 1% American Indians

(Brown, 2006, p. 11). Each group included 56%women; 44% men (Educational Testing Service,

2007, p. 13) who were also willing to respond to the unique solution strategy included through

the weekly sessions conducted by ETS in Berkeley.

Analysis of Results

By June 2008, ETS had hoped for a greater turn-out of GRE test takers and improved

verbal scores as a result of the specific solution strategy that had addressed the goal of a global

language, concerns regarding controversial diverse idioms and biases as student discriminate

among many word associations (see Table 1). All subject matter and data explored did mitigate

substantially fears of the experimental and control groups that were contrasted with data supplied

by the master group. In addition, records were noted of the number who had applied to take the

test, the number who appeared for the test, the number of those who sought assistance. ETS

volunteers safeguarded and analyzed the scores through inferential statistics (see Table 2).


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Charts, tables, and graphs featured pre- and post-implementation data for all objectives as

evidence to mitigate issues noted in reports by theInternational Journal of Instructional Media

(Wallace & Clariana, 2005), Communicational Quarterly (Feeley, Williams, & Wise, 2007), and

The College Student Journal(Mupinga & Mupinga, 2005). Sample pre-test and post-test scores

note pre- and post-implementation data (see Table 3). The solution strategy included the

provision of computers for the female group that did acquire computer familiarity; this helped to

improve their GRE scores. In addition, the solution strategy included an online survey approved

by the researchers University of Phoenix instructors and that has been accessible for six months

(see Table 4).

At least three z-tests contrasted pre- and post-implementation data for an increase at the

.05 level of significance; a correlation also determined modest (.15 to .40) through high (.30 to

.70) increases. Pre-tests indicate an ongoing trend of declining verbal scores that the solution

strategy will addressmembers of the action group are expected to achieve 200-point improved

scores (see Table 5).

Concerns over controversial diverse idioms and biases that fluctuated according to

cultural and geographical areas were continually addressed through voluntary pre- and post-tests

as well as through the opportunity provided by ETS volunteers who work together to devise the

GRE and other standardized exams. Examinees and inquirers who had reviewed pre- and post-

surveys and tests were recognized as a selected number from the two groups of 3000 each.

Measurement of outcomes were presented by educators to learn through a frequency/cumulative

distribution of two preliminary pre- and post- online surveys how students felt about standardized

tests, their problems, and benefits of transformative or meta-cognitive learning. Pre-test and post-

test measurements also were compared through frequency distributions, z scores, and correlation.


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Researchers managed pre- and post- surveys and tests to see that all classes were mutually

exclusive. They included all groups of subjects, even as the frequency of scores was zero.

Furthermore, they avoided open-ended intervals as much as possible, each group of subjects,

therefore, having included the same width. An e-research project correlating accumulative scores

reflected the facilitation of online instruction and examination that included not only pre- and

post-sample tests but surveys, the solution intervention strategy of the experimental group, and an

IBT platform which was also the base of the TOEFL. Both post-tests were administered to

experimental and to control groups.

Through correlation, the IBT beta test was measured for its outcome as an optional part of

the intervention, a unique solution plan offered at will through an online work setting that

allowed examinees to foresee topics that the final certified exam covered. This consistently

referred to the number of examinees who received significant scores from 300-400 on each of the

three tests. This also referred to the number of examinees who received significant scores from

400-500 on each of the three tests; to the number of examinees who received scores that were

greater than 500 on any of the three tests; and to the number of examinees who diligently

attempted to score but who scored 300.

Pertaining to the action research project that involved approximately 3 thousand students

(the experimental or action group (X1) who had prepared for the GRE by Princeton Review and

Kaplan, this action research also included another 3 thousand students (the control or contrast

group (X2). That group had relied on study skills offered through public and private universities

and through independent study. Associated with 3 thousand students, one groupwas comprised

of6 thousand altogether, 26% of them represented ethnic minorities12% African

Americans, 7% Hispanics/Latinos, 6% Asians, and 1% American Indians (Brown, 2006, p. 11).


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Each group included 56%women; 44% men (Educational Testing Service, 2007, p. 13) who were

also willing to respond to the unique solution strategy included through the weekly sessions

conducted by ETS in Berkeley.

Chapter IV: Solution Strategy

Problem Statement




Discussion

Numerous solutions were ascertained from literature associated with the GRE that had

been administered to approximately 18 million undergraduate and graduate students each year.

These students were concerned about excellent study skills and college success; the number of

2.16 graduate students increased from 2.16 million (Brown, 2006, p. 1) in June 2004 to 3,304,000

by October 2005 (U.S. Census Bureau, 2006). Attention focused on cultural pluralism and current

dialectic, cultural issues of White and Asian-American families, and Black and Hispanic family

issues, despite their very low family incomes, to agencies provided by ETS despite their very low

incomes. The solution strategy included attention that also was directed to developing students

who represented 40 % of [the] children from Alaska, New Mexico, Louisiana, and Mississippi

who lived in impoverished conditions (Barton, Coley, & Educational Testing Service, 2007, p. 3).

The solution strategy was conceived by ETS volunteers who projected understanding for

cultural pluralism and a universally comprehensible idiom and jargon as per the exams goals to

adapt to the rights of international students who otherwise needed to take the TOEFL first and

who were unable to achieve fair scores on the verbal section (Mupinga & Mupinga, 2005, p.


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402). The solution strategy included the provision of study guides that were offered free through

the ETS online site, and the new IBT platform that was also used for the TOEFL as an improved

learning intervention. Effective intervention included the beta test offered through the IBT

platform that had enabled examinees to foresee topics of the final certified exam. The solution

corrected security problems that had arisen due to repeated use of the same test problems.

The solution strategy included intervention courses that were recursively refined toward

new global needs as GRE tests had long been developed for students who were educated in the

United States--cultural and educational backgrounds were considered along with linguistic

factors (Educational Testing Service, 2007, p. 8). The solution strategy also continued to adapt

as necessary the TOEFL, measurements of general English proficiency of students who were not

native English speakers and who sought admission to two-year and four-year colleges and

universities where English was the indigenous language. Many overseas students were provided

the option, through the solution strategy of the IBT platform, of taking the test in time to meet

graduate application enrollment deadlines (FairTest, 2007, para. 3). Consequently, ETS

volunteers alleviated apprehensions of some examinees and their peers. The effective intervention

plan included expedient computerized exam preparatory software offered online through most

schools and merchant marketplaces even before prime timesome administrators reported

revenue that they needed to provide access to the computerized exam toward enhanced

individualized studies. The solution strategy, associated with ETS, attempted to overcome many

original flaws, problems associated with the developing IBT exam.

The solution strategy addressed concerns about extra time required to complete the

operational GRE General Test which had added a potential accumulation of 14 points to the

examinee verbal and quantitative scores (Bridgeman et al., 2003). Effective intervention strategy


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included as a base the technical manual and goals of devisers and examiners for the General Test

to address any potential threat to the validity of the test primarily intended to reflect intellectual

power rather than the operative rate of examinees (Bridgeman et al., 2003, p. 1). The

intervention solution included ETS associates who assisted to mitigate fears over assumptions

that regarded their test-item response rates through questionnaires and surveys supporting the

nonprofit cause. The solution strategy addressed examinee ability to work rapidly or to process

information efficiently as a relevant aspect of academic ability (Briel, O'Neill, & Scheuneman,

1993, p. 83; Bridgeman et al., 2003, p. 1).

The solution strategy also addressed the affects of socioeconomic differences. Effective

intervention included associations of respondent researchers who endeavored to rate student

conceptualization, research, and writing skills with a view to explore potential productivity

(Millet & Nettles, 2006, p. 186). Development of the unique solution intervention linked and

encouraged parental and managerial through churches and social agencies the support to glean

exam and college success. The solution strategy tempered concerns regarding halo effects of

accomplished students, academic success, and standardized test scores that were extended

through those who work in doctorate areas. Examiners maintained toward their recognized

solution strategy the mitigating quality to promote the remediation of low parental SES as a cause

for which many international students had not performed well on the verbal section of

standardized tests such as the GRE (Mupinga & Mupinga, 2005, p. 402). The solution strategy

also included an objective demeanor of and for examiners who had represented scientists and

researchers who were prone as anyone else to human flaw as they were misguided by their

values and prejudices (Finn, 2006, p. 16). Therefore, the solution strategy students were


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encouraged by current researcher-examiners to develop strong convictions to study literature and

to challenge dysfunction, uncomfortable issues, and biases that underestimated performance.

The solution intervention included reliable and valid high-stakes exam preparation that

had passed pilot tests and enabled test administrators to evaluate and to compile statistics

pertaining to the examinee and academic goals as ETS had provided documentation of services it

provided over the new worldwide network (Ewing, 2007). Effective intervention recognized the

Donath Group as a company of administrators that developed internal tests (IT) on a tight

schedule (Questionmark Case Study, 2007). The solution strategy expedited learning through the

major test developer which was expediting recursive test development to that which far exceeded

the standard minimum of four to six months--the proctored test-based environment was obviated

by standard beta test devisors who required but three weeks to prototype and to direct an

examination. The intervention strategy, partially responsible to the Donath Group, incorporated a

pretest and online preparatory exam with browser-function controls known as Perception Secure

Browser that disabled the copying, printing, and saving of examination problems; examinees did

log-in and within a narrow time-frame completed an exam only one time. As part of the solution

strategy, the beta test and IBT allowed examinees to foresee topics of the final certified exam;

hence, the Donath Group administered pilot tests online so as to promote an affordable means by

which individuals may study and prepare for exams. This pilot testing existed as a solution

strategy that was available worldwide and was subject to radical change as it was distinctly

different from the original version.

The solution overturned the black-market for diplomas which had exploded and where

rampant cheating had undermined academic integrity of regional students--cheating that was

common by PC especially in Chinese communities was a subject of remediation (Pendell-Jones,


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2003, para. 1). The solution strategy acknowledged the funding by the NSF and the institute of

educational science through the department of education that continued to provide funds (Millet

& Nettles, 2006, p. xvi) and to reach third-world country students who were denied sufficient

access to computers.

Description of Selected Solutions

The first weekly seminar pertaining to this action research project was conducted on

March 23 from 5-8:30 p.m. It was sponsored through the ETS and the council of sciences

associated with the national department of education located near the University of California

Berkeley campus--all University students were invited to prepare for the GRE (Appendix B). The

first collected data included the tallied numbers of responses and specific concerns such as

transportation problems noted by callers; ETS noted accumulative responses throughout their

worldwide associations. Most families and individuals admitted their responsibility to provide for

their transportation; others expected the state to fund such activities. Volunteers for ETS invited

students to take a pre-test and to address numerous fears associated with high-stakes standardized

tests. Some students who were able to appear expounded upon etymologies that substantiated

their concerns over numerous connotations and specific biases. Volunteers of ETS and its

examiners addressed note-taking and planning strategies; they responded to inquiries concerning

communicative detriments imposed by poor socioeconomic status, religious, environmental, and

professional preferences, limited test-taking time, and testing anxiety. Important data was noted

and confidentially coordinated as students who detected specific biases associated with examiner

bias and test-deviser projections pursued their right to direct concerns to a fair agency. These

students met with examiners who finally provided some form of observable feedback to

challenging questions.


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This referred to the action research project that involved approximately 3 thousand

students, the experimental or action group (X1), who had prepared for the Graduate Record Exam

by Princeton Review and Kaplan, in part through a novel study program. This referred also to the

control or contrast group (X2), the other 3 thousand students who relied on study habits

encouraged by public and private universities, and by individual preference. ETS associates also

recorded data that pertained to inquiries about the exam and to those who substantially declared

their lack of transportation and secure living as insurmountable afflictions that disabled their

appearance. The control group had access to online and printable study guides. Practice exams

and pre-tests were available exclusively through unusually encrypted software that permitted

access only on a limited basis, one frame at a time.

Further issues were recorded and addressed by ETS volunteers that pertained to students

who expressed an inability to predict the professional or cultural connotation of jargon to which

they felt examiners were referring. Students continued to experience the right to address their

concerns by phone and through the ETS web and its network sites. Volunteers of ETS endeavored

through their studies in Ethnic Psychology, the Humanities, or political sciences to mitigate

documented concerns. Ethnic and Social Psychologists as well as linguists continued to strive to

universalize language. They clarified disabling labels of rational examinees who sought to

distinguish among meanings and associations of words such as elements, outline, culture,

mass, factor, and dialectic, for example; this stereotypic syndrome had impeded their

opportunity for academic success. Agencies continued to address students of poor socioeconomic

status who sought the opportunity to direct literary concerns. ETS pursued the correction of

dilemmas that pertained to students across multiple major demographic, religious, environmental,

and professional subjects toward significant progress. After four months, the original scores of


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the sample tests had improved to show a 200-point increase of the Action Group Post-Test

Scores.

Calendar Plan

As students integrated into their functional calendar plan their specified solutions to

address diligently their questions related to analytic, synthetic, logical, and comprehensive skills,

these students experienced the option to address thoroughly the exam as they discriminate among

complex word associations (see Table 1). Agencies and associations through ETS continued to

remain receptive to test bias and misuse of scores that had intensified in some educational

inequitymore time was extended by the department to revise specific questions that pertained

to diverse usages. Minority and disadvantaged groups who had been objects of negative

stereotypes that projected intellectual inferiority and negative performances such as stereotypic

threat were directed by volunteers to workshops and agencies. Students who experienced

communicational detriments were guided by the department volunteers to seek online assistance

through public libraries and learning institutions that were refining their applied knowledge

bases. Students and examinees who applied for graduate admission were invited to experience

equity, quality, and test-deviser competency. They experienced the opportunity to learn about

psychometric functions, statistical methods, and qualitative-quantitative terms associated with

reliable assessment, including differential item functioning (DIF) and score equity analysis

(SEA). Their fears for suboptimal features that had restricted their response mechanisms were

alleviated by ETS volunteers who analyzed and responded to individualized needs.

ETS endeavored to encourage teachers and professors to continue the modification of

curriculum and teaching methods to maintain definitions and associations takes standardized

exams. Classroom teachers and professors continued to integrate suggestions through ETS


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volunteers associated with conscientiously managed standards-based curriculum. Public libraries

integrated secure student access to ETS and associated databaseslibraries offered some

computer access essential to educational dependency on computerized testing. Workshops were

conducted every week at the facility to introduce the nonprofit educational global ETS network

through a secure University community.

Chapter V: Results and Recommendations

Results




Supportive intervention includes a multi-dimensional goal that action researchers fulfill

through online structures and facilities as potential examinees who prepare for the GRE learn to

discriminate effectively among controversial diverse idioms and biasesgenerational, cultural,

and demographical differences. Action researchers have been taking effective measures to

address test-taking fears, phobias, and the progressive decline in verbal scores as examinees

improve their Verbal and Analytical Writing skills through a mutually supportive environment.

Through the cultivation of effective study and communicative strategies, a greater percentage of

the eligible population is preparing for the standardized exam through integral online preparatory

pre-tests.

Through educational assistance, action researchers have achieved the goal regarding

student participation in the devising of a globally comprehensible exam. Examinees

simultaneously instilled meaningfulness and accuracy in respect to realistic comprehensive

content within the standardized exam. Assisting in promoting sustainable value for the high-


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stakes standardized exam that gradually has become but one possible component of student

portfolios and formative evaluations, the goal was achieved as test devisors and administrators

address each concern of students and examinees.

Achieved outcomes include an increased examinee population that has proceeded to the

actual GRE--approximately one million worldwide examinees have taken the exam this year, an

increase that is three-and-a-third times the original figure of 300,000the 2.31% figure increased

to 8.085%. By June 2008, the number of candidates who have completed the GRE workshop has

doubled as a result of intuitive online lessons, drills, and practice tests. These achieved outcomes

note increased examinee turnout and improved verbal skills. Volunteers secured original scores

that included 40 years of prior testing results that they analyzed in respect to current progress (see

Table 3). During the first 20 years of the exam, the mean figure was 494.3. During the last 20

years of the exam, the figure dropped to 474.65. The maximum score of 530 declined to 486.

Sample pre-test and post-test scores note data that support the objectives achieved in

respect to a student support group (see Table 4). Action researchers secured and contrasted

sample test pre- and post-implementation data through four z-test scores, all which indicated an

increase at the .05 level of significance; a correlation also that determined modest (.15 to .40)

through high (.30 to .70) increases and an improved mean of 200 points. Associated with

innovation and insight, additional achievements pertaining to student incentive and attention to

the exam reflect the contents of a successful online survey that has been accessible for six months

and that was approved by the researchers University of Phoenix instructors (see Table 4).

Another achieved objective includes scores of the Action Group (X1) and the Control

Group (X2) that note cyclic 200-point gains in GRE-associated verbal scores (see Table 5). An e-

research project correlating accumulative scores reflected the facilitation of online instruction and


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examination, pretest scores that the action researchers documented (see Figure 2). The action

researchers managed the tests to see that all classes were mutually exclusive. They included all

groups of test items, even as the frequency of scores was zero (see Table 6). Including a design

that sought to avoid open-ended intervals, the action researchers analyzed results of post tests in

respect to subjects identifiable through the same width (see Figure 3). As an IBT beta test, the

post-test was measured for its correlation in respect to the achievement of objectives as a

significant number of examinees significantly improved their scores in the ranges of 300-400,

400-500, 500-600, and 600-700.

Discussion

The first expected outcome refers to the extent of the examinee population that has

increased throughout the world to approximately one million, an increase from 2.31% to 8.085%

of the eligible group. The second expected outcome pertains to the GRE workshops that prepare

examinees for the actual test through the IBT system. The third objective refers to the support

group maintaining the IBT facilities and who may redirect the anxieties of examinees. The fourth

objective includes improved verbal scores that will relieve the fears of future examinees. The

fifth objective refers to the examinee attention, control, skill-building, task focus, and cognition

effectively directed toward achievement. Action researchers achieved all objectives. The control

group has very much to consider in reflection of results that the achievement of the action groups

substantiates.

Results of all exams taken by the action group and control group indicate a locus of

improvement instilled by intuitive computer-based exam preparation and extended by testing

personnel who remain receptive to concerns of each examinee. As the IBT system adjusts to

individual styles and preferences, especially in respect to accumulative analysis of individual


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responses toward effective skill-building, its adaptable intuitive base challenges each member of

the action group through a metacognitive style as described in Table 7. The laissez-faire approach

of the control group included preparation that was not congruent with the support offered by

those who maintain the IBT system. The exclusive IBT system effectively adapts learning steps

that are based on planning, controlled cognition, attention, and task focus as defined by A.R.

Luria and recognized by researchers who refer to higher functions of the cerebral cortex (Geake

& Kanevsky, 2004).

Test devisors incorporate strategies emanated by the graduated prompt approach to

dynamic assessment methods that completely focus on the intuitive mediation of reciprocal

collaboration with the zone of proximal development (ZPD). IBT systems are based on Lev

Vygotskys early 19th century learning experiments that provided a foundation for many

contemporary variations of the dynamic assessment techniques, evolving dynamics that are

uniquely intrinsic and complex (Geake & Kanevsky, 2004, p. 184). Action researchers are aware

of the acute limitations that standardized assessments impose on individual achievement. The

study demands an analysis of quasi-experiments that require both an action group and a control

group. Heuristic questions posed by examinees must be addressed by operators of the system

maintaining the IBT system at workshops toward the achievement of action research objectives.

Examinees must effectively address concerns that are strategic, reflective, and self-regulating.

The IBT system carefully monitors individual conceptual orientation toward from bereft

impulsive guessing, a process that not static but that requires cognition, conation, and affectation,

a transformational process to which the IBT system continues to integrate.

Vygotsky insists that cultural tools such as cultural literacy and education are

indispensably associated with human cognition, the very foundation of the IBT system. High


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elaboration conditions inherent within social communities strengthen the role of

metacognition, reasoning that is cognitively complex, involving attention to internal thought

characteristics, elevated levels of thinking and the fostering of the effects of metacognition in

persuasion, thought evoked by several dimensions that the IBT system maintains (Petty &

Tormala, 2004, p. 1454). Objectives associated with defeating attitudes about the GRE are

achieved as examinees remain receptive to contemporary research and development associated

with educational administration.

Achieved outcomes are founded on polemic notion that the development of humankind

may be affected by man-made tools that instill a social-technological lifestyle, values of Vygotsky

pertaining to dialectic syntheses, to the shaping of cultural functions, and to criticisms that affect

'natural' selection through those who are able to adapt to the usage of a cultures acceptable tools.

Vygotskys theories continue to be evident through pragmatic and symbolic tools associated with

ZPD, transformational, and metacognitive learning that are initially 'external' and externally

employed on nature through the instrumental need of culture and communication as evident

through the IBT system. Influencing the attitudes of those who adapt to their use, an evolutionary

cycle, these developing tools do finally affect their users language, reasoning, and verbal skills.

Implications of the achieved outcomes refer to technology and the development of

systems that sustain viable populations. Examinees need to be receptive to the foundation that

supports the healthy community and developing vitality. They need to learn how students are able

to accommodate for unforeseeable conventions, assimilated social interaction through the

cognitive and social values of their families that Vygotsky recognized through developing

cognition that depends on some form of operative structure, Vygotskys cause to review the

telescoped or synoptic form of a possible developmental sequence (Shotter, 2000, p. 237).


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Vygotsky revealed the transformation of the biological vitalism into an increasingly complex

essence is continuous. Instructional scaffolding that functions throughout the individual zone

of proximal development (ZPD) may represent operative examples of systematic guidance

inherent in the IBT system, a technologically centered vision of social, cultural, and literary

progress that are mutually sustainable.

Unanticipated events that could have occurred pertain to the control group, students who

are not knowledgeable of learning theories; because these students are limited by the few

resources that are available to them, they are unable to engage in a socio-cultural learning

approach that Vygotsky originally incorporated into his model of human development. The socio-

cultural approach represents individual preferences conditioned by community values and

culture; special concerns that the GRE support group is able to address. A decisive role in the

synthesis process of verbal skills is based on language that is deliberately used to advance the

formation of concepts. Formations of higher and higher concepts require conscious and

unconscious mastery processes achievable through IBT. This information should be provided by

every learning institution. Ironically, learning theories are ignored by many instructors. Students

who perform well are self-motivated to research and to discover these theories.

Learning theory associated with IBT depends on generations and cultures that are subject

to fluctuation. Dependent on the development, meaning, action programs, preferences, emotional

reactions, and well-being of people who are influenced and affected by place, the concept of

place that is not stable is important to those who advocate for the qualities of IBT. Determinist

Skinners law of extinction is the corollary to a principle whereby he did emphasize the role of

the milieu on learning and behavior in the classroom. Thorndike, introducing connectionism, did

also strive to diagnose and correct learning and assessments upon which the IBT is founded.


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Analytic investigations of cross-level effects and of environmental sampling are coordinated by

psychological and linguistic theorists who strive to address conceptual and analytic distinctions

that link human behavior and the physical environment. Maintaining a long-standing

commitment to recognize and to develop multiple psychometric methods, IBT now flourishes.

Learning theory associated with IBT depends on generations and cultures that are subject

to fluctuation. Dependent on the development, meaning, action programs, preferences, emotional

reactions, and well-being of people who are influenced and affected by place, the concept of

place that is not stable is important to those who advocate for the qualities of IBT. Determinist

Skinners law of extinction is the corollary to a principle whereby he did emphasize the role of

the milieu on learning and behavior in the classroom. Thorndike, introducing connectionism, did

also strive to diagnose and correct learning and assessments upon which the IBT is founded. The

IBT field's long-standing commitment to recognize and to develop multiple measurement

methods continue without abatement as transformational learning theories and transformational

grammar are important to differential item functioning and to the equity of test items and latent

traits of various subpopulations. Psychometrics and differential analysis are performed by

students, teachers, and researchers in the field.

Recommendations and Plans for Dissemination

My recommendations to other researchers interested in replicating my study include an

initial research of learning theory. Cooperation is essential to the success of any individual who

viewed as a reflection of a successful culture; therefore, developmental theories support the GRE

environment and the IBT system. Important characteristics of these foundations revolve about

research and child psychology, the examination and research of immediate and background

settings as they function about healthy development. Maintaining a distinct ecological


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perspective about the examining role of various childcare settings and structures that impact all

ages, environmental education includes developmental learning theories (Evans, 1996) essential

to the worldwide testing service that is nationally based.

Piaget had described cognitive development through terms that contemporary

developmental, eclectic, and learning theorists continue to recognize as they employ new theories

incorporated in the IBT system. The harmony between sensory information and accumulated

knowledge are comprised of schema, mental structure, adaptation, adjusted renewal essential to

further understanding, assimilation in response to stimuli of the milieu, the acquisition and

incorporation of new schema, and accommodation, the creation of new schema through the

process of the elimination of former schema, and equilibration (Ormrod, 2003, p. 30). Piaget

recognized that information processing requires stimuli that may be compelled through the

bombarding of sensatory stimuli subjected to progressive or developmental influences. This

represents an essential part of the IBT foundation.

The IBT worldwide foundation is based on developmental and environmental theory that

mediates diverging languages, socio-geographical conditions, religious, technological, and

education, reflecting competing individuals who must inspire and unify towards philosophical,

social, and structural use of moral principles to bridge differences and find a common mission of

respect, caring, and compassion for others (Pettifor, 2004, p. 16). Appropriate scientific conduct

is essential to the aspiration and ethics necessary to provide a moral foundation and a peaceful

base for divergent people and conflicting views to work together. Reflecting the environment in

which nature strives to maintain its potential encoding, humankind depends on adaptability so as

to cultivate and guard its community.


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Other researchers interested in replicating my study need to convey that the IBT system is

based on an association of global environmental and psychological issues that persist through

ongoing examination of operant paradigms as basic motivational theories that pertain to the

alteration of destructive ecological behaviors. Increasing interest among environmental

psychologists and action researchers to integrate their work in poverty-struck domains realizes

that poor environmental quality is the major cause of impoverished lifestyles inherent in potential

disturbance. Further direction of environmental theory exists through the integration of social

cognition psychological concepts, and theories pertaining to judgment and heuristic

discriminatory processes. The United States National ScienceFoundation, for example, has

called for proposals that specifically address dimensions regarding global reform. Numerous

environmental psychologists are associated with the planning company of this science initiative,

for example, Paul Stern and his organization of the U.S. National Academy of Sciences have

published monographs through theAnnual Review of Psychology and theJournal of

Environmental Psychology.

Another prominent area associated with the new IBT system is based in the theory of

environmental psychology that is critical to the role involving culture in the understanding of

human-behavior relationships (Evans, 1996). Further interest in environmental psychology

involves the National University of Mexico and Latin America. Housing, attitudes pertaining to

the environment, the mental health environment, and privacy initiatives are important to

environmental theorists. Several collaborative theories and projects that consolidate diverse

cultures pertain to the maintenance of law and order, restorative environments, alternative work

forces, transportation issues, housing of women and minorities, and childcare facilities. IBT

action researchers, learning theorists, and environmental theorists conduct important, cooperative


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meetings in Japan and the U.S., in Sweden; they also conducted numerous trans-European

studies, including surveys assessing public assessments pertaining to environmental issues.

My recommendations pertaining to the use of my solutions in my setting include:

1. An emanation of understanding for cultural pluralism and a universally comprehensible

idiom and jargon as per the examiner goals must be extended to international students who

otherwise may need to take the TOEFL first and who may be unable to acquire substantial GRE

verbal scores. The outsourcing of jobs, the need for industrial resources, and the maintenance of

diplomatic relations cause dignitaries and administrators to monitor and to survey all critical

global issues that influence academic institutions and job markets from all levels. Therefore,

ethnic psychology and political science are important topics inherent in the IBT system and

successful GRE verbal skills, the solacing of test anxieties, issues with which uneducated citizens

are unfamiliar and that may jeopardize national security.

2. Understanding for the provisions and foundations of the new IBT platform that is also

used for the TOEFL as an improved learning intervention is essential to the promotion of

meaningful relationships, communities, social services, and commercial markets. The worldwide

IBT platform requires sociologists and psychologists who understand that Bandu

reviving verbal skills at college and graduate levels[1]

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