How MBA Programs Are Using the GMAT's Analytical Writing Assessment

Abstract

The Analytical Writing Assessment (AWA) of the Graduate Management Admission Test (GMAT) was designed to serve two purposes: assess appli cants' ability to think critically and communicate complex ideas and aid MBA programs in diagnosing any deficiencies in accepted candidates in order to place them in appropriate classes. To determine how programs are using the AWA scores, we surveyed the 121 member schools of the Graduate Manage ment Council. Eighty-six percent of the fifty-nine respondents indicated that they do indeed use the scores to refine their admissions decisions, but only a few schools use the test diagnostically in making such other decisions as plac ing students in writing development courses, waving communication require ments, or granting assistantships.

Keywords

Writing assessment GMAT MBA admissions

Get full access to this article

View all access options for this article.

References

Ackerman, J. (1991). Reading, writing, and knowing: The role of disciplinary knowledge in comprehension and composing. Research in the Teaching of English, 25,133-178.

Ackerman, J. (1993). The promise of writing to learn. Written Communication, 10, 334-370.

Bennett, J. , & Olney, R. (Spring 1986). Executive priorities for effective communication in an information society. The Journal of Business Communication , 13-22.

Bond, F. , Hildebrandt, H. , & Miller, E. (1984). The newly promoted executive: A study in corporate leadership. Ann Arbor, MI: The University of Michigan Graduate School of Business.

Bruce, G.D. (1984). Reactions to the concept of a GMAT writing assessment: Results of a survey of institutions using the GMAT. Available from Graduate Management Admission Council, 2400 Broadway, Suite 2030, Santa Monica, CA 90404.

Bruce, G.D. (1993). Attitudes toward the addition of analytical writing assessment to the GMAT: Results of a survey of institutions using the GMAT. Available from Graduate Management Admission Council, 2400 Broadway, Suite 2030, Santa Monica, CA 90404.

Curtis, D. , Winsor, J. , & Stephens, R. (January 1989). National preferences in business and communication education. Communication Education, 6-14.

Durst, R.K. (1987). Cognitive and linguistic demands of analytic writing . Research in the Teaching of English, 21, 347-376.

GMAC (Graduate Management Admission Council). (n.d.: distributed 1994, May) The GMAT analytical writing assessment: An introduction. Santa Monica, CA: Author.

10.

Margerison, C. & Kakabadse, A. (1984). How American chief executives succeed. New York: American Management Association.

11.

Penrose, A.M. (1992). To write or not to write: Effects of task and task interpretation on learning through writing. Written Communication , 9, 465-500.

12.

Quellmalz, E.S. (1984). Toward successful large-scale writing assessment: Where are we now? Where do we go from here? Educational Measurement: Issues and Practice, 3(1), 29-32, 35.

13.

Rogers, P.S. , & Rymer, J. (1995a). What is the relevance of the GMAT Analytical Writing Assessment for management education? A critical analysis, part 1. Management Communication Quarterly, 8(3), 347-367.

14.

Rogers, P.S. , & Rymer, J. (1995b). What is the functional value of the GMAT Analytical Writing Assessment for management education? A critical analysis, part 2. Management Communication Quarterly, 8(4), 477-494.

15.

Schumacher, G.M. , & Nash, J.G. (1991). Conceptualizing and measuring knowledge change due to writing. Research in the Teaching of English, 25, 67-96.

16.

White, E.M. (1993). Holistic scoring: Past triumphs, future challenges . In M. M. Williamson & B. A. Huot (Eds.), Validating holistic scoringfor writing assessment: Theoretical and empirical foundations (pp. 79-108). Cresskill, NJ: Hampton Press.