Brent Bridgeman
Biographic Data
| ID | 5741787 |
|---|---|
| NAME | Brent Bridgeman |
| GIVEN NAMES | Brent |
| FAMILY NAME | Bridgeman |
| SIGNATURE | BRIDGEMAN B |
| AFFILIATIONS | Educational Testing Service |
| ORCID | 0000-0002-2386-8844 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1972 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Academic Writing Skills in College Admissions Essays: Exploring Their Implications for Admissions Decisions and First-Semester Grade Point Average
Admissions essays submitted by applicants to undergraduate institutions are typically evaluated by admissions professionals to gain a better understanding of an applicant’s likely fit for the institution. These essays are becoming increasingly important because many colleges are likely to strengthen the role that non-test-based application materials play in the admission decision-making process. The current study examines an index of academic wri…
The GRE as a predictor of persistence to a PhD
Because dropout from PhD programs is common and is a problem with serious consequences for both students and institutions, identifying indicators of likely dropout would be very valuable. Scores on admissions tests might be useful, but existing data on their utility is contradictory and typically based on highly restricted small samples from just a single institution or a small set of institutions. Programs dropping the GRE as an admissions requi…
Predicting grades from an English language assessment: The importance of peeling the onion
Data from 787 international undergraduate students at an urban university in the United States were used to demonstrate the importance of separating a sample into meaningful subgroups in order to demonstrate the ability of an English language assessment to predict the first-year grade point average (GPA). For example, when all students were pooled in a single analysis, the correlation of scores from the Test of English as a Foreign Language (TOEF…
Investigation of Response Changes in the GRE Revised General Test
Research on examinees’ response changes on multiple-choice tests over the past 80 years has yielded some consistent findings, including that most examinees make score gains by changing answers. This study expands the research on response changes by focusing on a high-stakes admissions test—the Verbal Reasoning and Quantitative Reasoning measures of the GRE revised General Test. We analyzed data from 8,538 examinees for Quantitative and 9,140 for …
Toefl iBT speaking test scores as indicators of oral communicative language proficiency
Scores assigned by trained raters and by an automated scoring system (SpeechRater TM ) on the speaking section of the TOEFL iBTTM were validated against a communicative competence criterion. Specifically, a sample of 555 undergraduate students listened to speech samples from 184 examinees who took the Test of English as a Foreign Language Internet-based test (TOEFL iBT). Oral communicative effectiveness was evaluated both by rating scales and by …
Relationship of Toefl iBT® scores to academic performance: Some evidence from American universities
This study examined the relationship between scores on the TOEFL Internet-Based Test (TOEFL iBT®) and academic performance in higher education, defined here in terms of grade point average (GPA). The academic records for 2594 undergraduate and graduate students were collected from 10 universities in the United States. The data consisted of students’ GPA, detailed course information, and admissions-related test scores including TOEFL iBT, GRE, GMA…
Measuring Learning Outcomes in Higher Education: Motivation Matters
With the pressing need for accountability in higher education, standardized outcomes assessments have been widely used to evaluate learning and inform policy. However, the critical question on how scores are influenced by students’ motivation has been insufficiently addressed. Using random assignment, we administered a multiple-choice test and an essay across three motivational conditions. Students’ self-report motivation was also collected. Moti…
Comparative Validity of the College Board Scholastic Aptitude Test-Mathematics and the Descriptive Tests of Mathematics Skills for Predicting Performance in College Mathematics Courses
Scores from the Descriptive Tests of Mathematics Skills (DTMS) (a set of tests designed to reflect the content of beginning mathematics courses and to assist in placement decisions) were compared with scores from the College Board Scholastic Aptitude Test-Mathematics (SAT-M) in predicting grades in freshman level mathematics courses at two institutions. For more advanced courses (elementary functions and calculus), the DTMS and SAT performed abou…
Effect of Priming upon Perceived Proficiency, Specific Goals, and Performance on a Verbal Analogy Test
This study investigated the effects of success or failure priming under timed or untimed conditions on (1) perceived task proficiency, (2) goal setting for subsequent performance and (3) performance on a verbal analogy test given to 160 female undergraduates. Ss who had experienced success perceived higher percentile rankings in a group of peers and set higher goals than Ss who had experienced failure. Priming, whether success or failure, had no …
Prime Instructional Time
Measuring Learning Outcomes in Higher Education: Motivation Matters
With the pressing need for accountability in higher education, standardized outcomes assessments have been widely used to evaluate learning and inform policy. However, the critical question on how scores are influenced by students’ motivation has been insufficiently addressed. Using random assignment, we administered a multiple-choice test and an essay across three motivational conditions. Students’ self-report motivation was also collected. Moti…
Academic Writing Skills in College Admissions Essays: Exploring Their Implications for Admissions Decisions and First-Semester Grade Point Average
Admissions essays submitted by applicants to undergraduate institutions are typically evaluated by admissions professionals to gain a better understanding of an applicant’s likely fit for the institution. These essays are becoming increasingly important because many colleges are likely to strengthen the role that non-test-based application materials play in the admission decision-making process. The current study examines an index of academic wri…
Prime Instructional Time
Effect of Priming upon Perceived Proficiency, Specific Goals, and Performance on a Verbal Analogy Test
This study investigated the effects of success or failure priming under timed or untimed conditions on (1) perceived task proficiency, (2) goal setting for subsequent performance and (3) performance on a verbal analogy test given to 160 female undergraduates. Ss who had experienced success perceived higher percentile rankings in a group of peers and set higher goals than Ss who had experienced failure. Priming, whether success or failure, had no …
Comparative Validity of the College Board Scholastic Aptitude Test-Mathematics and the Descriptive Tests of Mathematics Skills for Predicting Performance in College Mathematics Courses
Scores from the Descriptive Tests of Mathematics Skills (DTMS) (a set of tests designed to reflect the content of beginning mathematics courses and to assist in placement decisions) were compared with scores from the College Board Scholastic Aptitude Test-Mathematics (SAT-M) in predicting grades in freshman level mathematics courses at two institutions. For more advanced courses (elementary functions and calculus), the DTMS and SAT performed abou…
Toefl iBT speaking test scores as indicators of oral communicative language proficiency
Scores assigned by trained raters and by an automated scoring system (SpeechRater TM ) on the speaking section of the TOEFL iBTTM were validated against a communicative competence criterion. Specifically, a sample of 555 undergraduate students listened to speech samples from 184 examinees who took the Test of English as a Foreign Language Internet-based test (TOEFL iBT). Oral communicative effectiveness was evaluated both by rating scales and by …
Relationship of Toefl iBT® scores to academic performance: Some evidence from American universities
This study examined the relationship between scores on the TOEFL Internet-Based Test (TOEFL iBT®) and academic performance in higher education, defined here in terms of grade point average (GPA). The academic records for 2594 undergraduate and graduate students were collected from 10 universities in the United States. The data consisted of students’ GPA, detailed course information, and admissions-related test scores including TOEFL iBT, GRE, GMA…
Measuring Learning Outcomes in Higher Education: Motivation Matters
With the pressing need for accountability in higher education, standardized outcomes assessments have been widely used to evaluate learning and inform policy. However, the critical question on how scores are influenced by students’ motivation has been insufficiently addressed. Using random assignment, we administered a multiple-choice test and an essay across three motivational conditions. Students’ self-report motivation was also collected. Moti…
Investigation of Response Changes in the GRE Revised General Test
Research on examinees’ response changes on multiple-choice tests over the past 80 years has yielded some consistent findings, including that most examinees make score gains by changing answers. This study expands the research on response changes by focusing on a high-stakes admissions test—the Verbal Reasoning and Quantitative Reasoning measures of the GRE revised General Test. We analyzed data from 8,538 examinees for Quantitative and 9,140 for …
Predicting grades from an English language assessment: The importance of peeling the onion
Data from 787 international undergraduate students at an urban university in the United States were used to demonstrate the importance of separating a sample into meaningful subgroups in order to demonstrate the ability of an English language assessment to predict the first-year grade point average (GPA). For example, when all students were pooled in a single analysis, the correlation of scores from the Test of English as a Foreign Language (TOEF…
The GRE as a predictor of persistence to a PhD
Because dropout from PhD programs is common and is a problem with serious consequences for both students and institutions, identifying indicators of likely dropout would be very valuable. Scores on admissions tests might be useful, but existing data on their utility is contradictory and typically based on highly restricted small samples from just a single institution or a small set of institutions. Programs dropping the GRE as an admissions requi…
Academic Writing Skills in College Admissions Essays: Exploring Their Implications for Admissions Decisions and First-Semester Grade Point Average
Admissions essays submitted by applicants to undergraduate institutions are typically evaluated by admissions professionals to gain a better understanding of an applicant’s likely fit for the institution. These essays are becoming increasingly important because many colleges are likely to strengthen the role that non-test-based application materials play in the admission decision-making process. The current study examines an index of academic wri…
Psychology (10 works) · Mathematics education (8 works) · Mathematics (6 works) · Social Psychology (4 works) · Computer Science (3 works) · Developmental psychology (3 works) · Medical education (3 works) · Medicine (3 works) · Pedagogy (3 works) · Psychometric Methodologies and Testing (3 works)