The press release tells us this: Old GRE < New GRE
The soon-to-be-former GRE ran 2.5 hours split out like so:
Verbal 30 minutes
Quantitative 45 minutes
Writing 75 minutes
(These are approximations pieced together from what few clues I could gather.)
The new and improved GRE will run just about 4 hours split out this way:
Verbal 80 minutes (2×40)
Quantitative 80 minutes (2×40)
Writing 60 minutes (2×30)
The new test will move completely online; it will be offered just 29 times
per year with fresh content, nothing duplicated from previous tests, and so on.
Thursday’s press release credits David Payne, ETS’s Director of the GRE Program,
with this: "The new test will emphasize complex reasoning skills that are
closely aligned to graduate work." How should we read the justificatory
filling of the release against the redistributed minutes-on-task? And how
will the 70+ doctorate-granting programs in rhetoric and composition respond?
Will the GRE continue to play its time-honored role in admission to any of these
programs? What other questions?
Notably, the 30-minute analytical "essays" will now be visible to the graduate
admissions side. How will these writing samples be
understood/interpreted/used by various programs? And when will the writing
opportunity come up in the 4 hour examination?
I’m not trying to begrudge the GRE its overhaul, but I am interested in the way these
changes–changes explained as "a more accurate gauge"–imply unaddressed shifts
in what is being assessed. The first time I took the GRE in 1996, writing
wasn’t a part of the test. Instead there was a logic and analytical
reasoning section and I fared pretty well on that section–better, in fact, than
on any other section of the exam. When I took the GRE again in 2004, ETS was
using the analytical writing section, but the scores were irregular, according
to the results, because the sample of test-takers was yet too insignificant to
normalize the scale. Whether my score was relatively normal or not, the
writing section was memorably challenging. It capped the exam; after more
than an hour of verbal and quantitative items: fizzle. And now, to think
of writing a pair of 30-minute analytical mini-essays after nearly three
hours of verbal and quantitative problems. Is this the part most "closely
aligned to graduate work"?