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Student Assessment and GMAT: Quantitative Versus Verbal Components in Performance on Examinations and Assignments

Author

Listed:
  • Preston Bottger
  • Philip Yetton

    (Australian Graduate School of Management, University of New South Wales. The authors gratefully acknowledge the cooperation of colleagues and students in this study, and thank Richard Potter and Peter Alley for help in data processing.)

Abstract

Student failures in individual MBA courses most frequently occur in those units with an emphasis on quantitative techniques. This has led some management schools to give, or consider giving, higher weight to GMAT(q) than GMAT(v) in selection decisions. This paper shows that GMAT(q) is a good predictor of examination but a poor predictor of assignment performance in quantitative MBA courses. In contrast, GMAT(v) is a good predictor of grades in both examinations and assignments. If assignments rather than examinations more appropriately test managerial skills, these findings question any relative emphasis on GMAT(q) over GMAT(v) in selection decisions. The results highlight the link between assessment procedures and admission policy. The subjects are 102 MBA students in an Australian management school.

Suggested Citation

  • Preston Bottger & Philip Yetton, 1982. "Student Assessment and GMAT: Quantitative Versus Verbal Components in Performance on Examinations and Assignments," Australian Journal of Management, Australian School of Business, vol. 7(1), pages 9-18, June.
    • Handle: RePEc:sae:ausman:v:7:y:1982:i:1:p:9-18
    DOI: 10.1177/031289628200700102
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    References listed on IDEAS

    as
    1. Robert Marks & Peter Watt & Philip Yetton, 1981. "GMAT Scores and Performance: Selecting Students into a Graduate Management School," Australian Journal of Management, Australian School of Business, vol. 6(2), pages 81-102, December.
    2. Reder, Melvin W, 1978. "An Analysis of a Small, Closely Observed Labor Market: Starting Salaries for University of Chicago M.B.A.'s," The Journal of Business, University of Chicago Press, vol. 51(2), pages 263-297, April.
    Full references (including those not matched with items on IDEAS)

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