Information about test preparation and tips for the EXADEP test. In addition, students can purchase the EXADEP™ Test Study Guide to help them prepare for the test. The study guide contains sample practice questions and a. Before you take the EXADEP™ test, you should know what to expect from the test , including the administrative procedures, types of questions and directions.

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The scores provide common measures for comparing the qualifications guiide applicants and aid in the studg of grades and recommendations. Institutions of higher education that award graduate degrees and non-degree-granting organizations that award graduate fellowships are eligible for consideration to receive an EXADEP score recipient code. Institutions and organizations that do not meet either one of these requirements are, in general, not eligible to receive an EXADEP score recipient code.

ETS reserves the right, at its sole discretion, to grant or revoke an EXADEP score recipient code based on eligibility requirements or for any other reason, and to make exceptions to its policy, under special circumstances. All questions are in Spanish except for those in the English section.

The Verbal Aptitude section measures the ability to analyze and evaluate written material and synthesize information obtained from it, to analyze relationships among component parts of sentences, and to recognize relationships between words and concepts.

In each test edition, the passages are a balance among three different subject-matter areas: The Mathematics section measures basic mathematical skills and understanding of elementary mathematical concepts, as well as the ability to reason quantitatively and to solve problems in a quantitative setting. There is a balance of questions requiring arithmetic, algebra, and geometry.

The Analytical Reasoning section measures the ability to think analytically.


It tests the ability to draw inferences and think deductively based on a partially defined scenario and a set of guise that must hold in any fully developed version of the scenario. It does not test knowledge of any particular subject nor does it require training in formal logic.

The Written Expression section measures the ability to recognize the use of language essential to a finished piece of writing that would be considered acceptable by most educated readers and writers of Spanish. The English section measures similar abilities to those measured in the Verbal Aptitude section but in the gguide of English as a foreign language. The testing time is four hours and five minutes guidde is divided into the following timed sections: Section Number of Questions Time in minutes 1.

First a raw score is computed for each section. The raw score for each section is the number of questions answered correctly. The raw scores are then converted to scaled scores through ztudy process known as equating. The equating process accounts for minor variations in difficulty among the different test editions. Thus, a given scaled score for a particular section reflects the same level of performance regardless of which edition of the test was taken. Verbal Aptitude A 3. Analytical Reasoning B 2.

Written Expression C 2. The weight for each section is proportionate to the number of items in each section. Adherence to the guidelines is important. The EXADEP test is designed to assess academic knowledge and skills relevant to graduate study in programs where the language of instruction is in Spanish. When used properly, the test scores can improve graduate admissions exadeep fellowship selection processes. Policies In recognition of its obligation to ensure the appropriate use of EXADEP scores, the EXADEP Program has developed policies designed to make score reports available only to approved recipients, to encourage these score users to wxadep knowledgeable about the validity of guidr test, to protect the confidentiality of test takers scores and to gguide up on cases of possible misuse of scores.

The policies are discussed below. Institutions that offer graduate degrees and non-degree-granting organizations that award graduate fellowships are eligible for consideration as score recipients. Institutions and organizations that do not meet either one of these requirements are, in general, not eligible to be score recipients. One way to determine the weight to give to EXADEP test scores is to conduct a validity study to examine the correlation between test scores and 6.

It should be noted, however, that where there are small numbers of students, major problems can occur in attempting to carry out adequate validity studies. In addition to a validity study, institutions might consider other approaches. Another approach would be to independently assess the general skills or abilities needed for success in the particular graduate school and compare them to those assessed by the EXADEP test. EXADEP scores, whether for an individual or aggregated for an institution, are confidential and can be released only by authorization of the individual or institution or by compulsion of legal process.


Use of Reportable Eexadep. EXADEP scores are part of test takers reportable history for five years after the test administration. Older scores may not reflect an applicant s current ability in verbal aptitude, mathematics, analytical reasoning, written expression or English. Applicants experiences over a long period of time more than five guid between testing and applying to a graduate program may impact their ability and their scores in these areas may have changed.

Only official reportable scores should be used in the graduate admissions and fellowship stuxy processes. Use of Studj in Aggregated Form.

Information based on EXADEP scores may be useful to prospective students, but use of a precise mean or median should be avoided. Graduate programs and institutions are urged to report EXADEP scores dxadep ranges such as the highest and lowest scores of the middle 50 percent of the admitted students.

Presenting information by score stjdy emphasizes the diversity of individual stidy for any one graduate program or institution and also makes clear the overlap of scores among graduate programs and institutions. Use of EXADEP scores in aggregated form as a measure for ranking or rating graduate programs, institutions, university systems or states is strongly discouraged except when the scores are used as one indicator among several appropriate indicators of educational quality.

Institutions have a responsibility to ensure that exadrp individuals using EXADEP scores are aware exadsp the EXADEP Program score-use policies and guidelines and to monitor the use of the scores, correcting instances of inappropriate use when they are identified.

Use Multiple Criteria Regardless of the decision to be made, multiple sources of information should be used to ensure fairness and balance the limitations of any single measure of knowledge, skills or abilities. These sources may include undergraduate grade point average, letters of recommendation, personal statement, samples of academic work and professional guode related to proposed graduate study.

A cut-off score i. The use of multiple criteria is particularly important when using EXADEP scores to assess the abilities of educationally disadvantaged students, as well as those who are returning to school after an extended absence. Score users are urged to become familiar with factors affecting score interpretation for these groups, as discussed in this publication.

If there is a question about the authenticity of a score report, it should be referred to ETS.


ETS will verify whether an official report was issued and the accuracy of the scores. Conduct Validity Studies Departments and programs using EXADEP scores for graduate admissions, fellowship awards, and guidance and counseling for graduate study are encouraged to collect validity information by conducting their own studies. Institutional policies should be developed to ensure that confidentiality is maintained.

Consider Verbal Aptitude, Mathematics and Analytical Reasoning, Written Expression, and English Scores as Separate and Independent Measures Since the level of skills required for success in graduate school varies by field or department, the scores provided for each section of the test should be taken into consideration.

Scores from the different sections should not be directly compared because each is scaled separately. Use the Appropriate Percentile Ranks when Comparing Test Takers Percentile ranks are provided with score reports and can be used to compare test takers relative performance among the measures. Percentile ranks indicate the percent of test takers in a group who obtained scores eaxdep a specified score. Percentile ranks should be compared only if they are based on the same reference population.

If a use other than those appropriate uses listed below is contemplated, it will be important for the user to validate the use of scores for that purpose. Appropriate Uses Provided all applicable guidelines are adhered to, particularly the use of multiple sources of information in the decision-making process, EXADEP scores are suitable for the following uses: Selection of applicants for admission to graduate school 2.

Selection of graduate fellowship applicants for awards 3. The list is meant to be 8. Departments and programs should not use scores that are older than five years due to changes in guids that may occur over extended periods of time. Score reports are sent to test takers, to exzdep institutions of higher education granting the baccalaureate or higher and graduate fellowship-granting sponsors designated by the test takers, and to vendors the score recipients might designate to process the scores they receive.

Score reports for the test are released approximately business days after the August, October, December, February, March and May test administrations, and business days after the June test administration. The names of test takers who are absent on test giide are reported to institutions on the institution roster with no scores.


Ztudy ranks shown on the tables included in this Guide, on the EXADEP website, and with official score reports, are based on the performance of the current reference group regardless of when the scores were earned. The percentile rank for any score may vary over the years depending on the scores of the group with which the score is compared.

Thus, when two or more applicants are being compared, the comparison should be made on the basis of their respective scores; if percentile ranks exzdep considered, they should all sgudy based on the most recent percentile rank tables.

Reporting Revised Scores ETS routinely follows extensive review and quality control procedures to guids and avoid flawed questions and consequent errors in scoring. Nonetheless, if an error is discovered after scores have been reported, the specific circumstances are reviewed carefully, and a decision is made about how best to take corrective action that is fairest to all concerned. Revised scores are sent to sthdy affected students, who may request that ETS send the revised scores to any graduate schools or fellowship sponsors still considering their applications.

Dissemination of score records should be kept to a minimum, and all staff who have access to them should be explicitly advised of their confidential nature. The EXADEP Program recognizes the privacy rights of both institutions and individuals with regard to information supplied by and about them.

Communicating with the EXADEP Program. EXADEP Score Reporting Schedule: – PDF

ETS, therefore, safeguards from unauthorized disclosure all information stored in its data or research files. Information about an guie identified by name will be released only in a manner consistent with a prior EXADEP agreement or guidee the consent of the institution. EXADEP scores are only one element in this total picture and should be considered along with other data. A cutoff score should not be used without consideration of other admission factors.

EXADEP test scores permit comparison of one applicant to a graduate school with other applicants for the same program at that institution as well as with everyone else who took the test.

Communicating with the EXADEP Program. EXADEP Score Reporting Schedule:

For admissions decisions, the weight to be given to EXADEP scores can generally be established by relating what the test measures to the orientation, curriculum, and aims of the department.

Specifically, the content validity of the test for a graduate department should be determined by reviewing the test carefully and then making subjective decisions as to the weight, if any, the scores on EXADEP should receive in relation to other admission factors.

Officials responsible for admission at each institution must determine the significance of EXADEP scores for each applicant. The experience of institutions or departments should continue to be exadsp best guide to interpretation of EXADEP scores in these instances.

Score recipients are cautioned not to view an increase in scores necessarily as a reflection of exdaep gain, especially over a short-time period.

There are several ways in which graduate departments can judge multiple scores for an individual e. Using the mean score may be the best technique because it is guuide most objective. Whatever approach is adopted, it should be used consistently with all applicants.

Test Takers with Disabilities or Health-Related Needs ETS provides testing accommodations for individuals who have recently documented visual, physical, hearing or learning disabilities and are unable to take the tests under standard conditions. The tests are administered in a manner chosen to minimize any adverse effect of the test taker s disability on test performance and to help ensure that, insofar as possible, the final scores should closely represent the test taker s educational achievement.

Depending on the nature and extent of the disability, a test taker s scores may not fully reflect his or her educational achievement and, because there are so few persons with disabilities taking EXADEP tests and their circumstances sutdy so widely, it has not been possible to provide special interpretive data for these test takers. Therefore, graduate schools should seriously consider waiving EXADEP requirements for applicants with certain disabilities.

If no answers are given for a section, a score of 20 is reported for that section. The total scale score ranges from toand it is the sum of the results of the different sections multiplied by their individual weights see page 5.

The weight of each section is proportional to the number of questions in the section.