Admissions

Testing

Teachers’ Conferences 2014

Agenda

Why use tests?

Purpose of the tests

Types of test

Logistics

How to prepare

What happens afterwards?

Why use tests?

Rising applications per place

Help us concentrate interviewing resources on those most likely to

achieve an offer

More forms of data to help select

Differentiating between well qualified candidates

To stretch and challenge applicants

Assess aptitude rather than knowledge

A common set of data with which to compare applicants

Types of test Skills:

• Application of pre 16 study but may stretch into post

16 qualifications

• Response to new material

• Interpretation of data or argument

• Critical thinking

• Comprehension

• Essay writing

Method:

• Multiple choice

• Short answer questions

• Essays

Tests for Medical Science Courses Used for:

Medicine, Veterinary Medicine, Dentistry, Biomedical Sciences

Used by:

BMAT – 7 Institutions

UKCAT – 24 Institutions

Method:

BMAT- 2 hours. Multiple choice, short answer + 1 essay from choice of 4

UKCAT – 2 hours. Verbal reasoning, quantitative reasoning, abstract

reasoning, decision analysis and situational judgement

How:

Selection for shortlisting

LNAT & TSA Used for:

LNAT – Law

TSA – A variety of subjects

Used by:

LNAT – 11 institutions

TSA – Different versions used by Oxford, Cambridge and UCL

Method:

LNAT- 90 minutes, 42 multiple choice questions + 1 essay from 5 choices.

Testing interpretation, analysis, comprehension and writing skills

TSA – 90 minutes, 50 multiple choice questions + 30 minutes at Oxford 1

essay from 3 choices. Testing numerical, spatial reasoning and writing

skills

How:

Different sections used at different stages

Example: LNAT & TSA Question 1

School examination results in England this year

reinforce the trend in improving pass rates. There is,

however, no other evidence of improvements in

school leavers' abilities - such as the data coming

from employers or universities. One can reasonably

conclude, therefore, that teachers are simply

succeeding in coaching their pupils better for

examinations than in previous years.

Which one of the following is an underlying

assumption of the above argument?

A School examination results are a reliable

indicator of pupils' abilities.

B The level of difficulty of examinations has not

been falling.

C Employers' expectations of school leavers are

unrealistic.

D Teachers in previous years did not attempt to

coach pupils for examinations.

E Abilities of school pupils vary from year to year.

Question 2

A publisher produces magazines, all of

which have a number of pages which is

a multiple of 32. Thus, a magazine can

have 32, 64, 96....... pages. The front

cover is always counted as page 1.

The centre spread of the magazine

could have pages numbered:

A 15 and 16.

B 30 and 31.

C 50 and 51.

D 63 and 64.

E 96 and 97.

Example: LNAT & TSA

Section B: Essay

Answer ONE of the following questions.

Your answer should be a reasoned and substantiated

argument which justifies your response to the question.

1. In what circumstances should abortion be permitted and why?

2. Would you agree that travel and tourism exploit poorer nations

and benefit only the richer ones?

3. The Olympic games, today, are less a test of personal

athleticism and more a measure of national investment and

authority. Do you agree?

4. Wearing a burkha in Western countries is just as offensive as

wearing a bikini in Arab countries. Do you agree?

5. ‘Women now have the chance to achieve anything they want.’

How do you respond to this statement?

Mathematics & Physics tests Used by and for:

MAT - Maths & joint courses or Computer Sciences at Oxford and Imperial College

London

PAT – Physics, Engineering Science, Material Science

STEP – NOT REQUIRED BY OXFORD - 2 institutions, but some encourage as good

preparation

Method:

MAT- 2.30 hours, Based on core maths modules 1 & 2. 10 multiple choice + 4 from

5 longer questions. Testing application of knowledge to new scenarios

PAT - 2 hours, Maths and Physics tested. Key topics covered e.g waves or algebra

available on line

STEP - Up to 3, 3 hour papers, candidates choose 6 questions per paper

How:

MAT used at both shortlisting and final offer

PAT used primarily at shortlisting

HAT & ELAT

Used for:

History & joint courses

English Literature & joint courses

Method:

HAT- 2 hours, two sources and 4 questions. Testing interpretation, analysis,

critical thinking and writing skills

ELAT- 1.30 hours. Compare & contrast 2/3 of 6 themed extracts. Testing

close reading skills, responsiveness to unfamiliar material

How:

Used primarily at shortlisting

CLAT, LAT, OLAT & MLAT Used for:

Classics and joint courses

Beginners languages, classics II or linguistics

Modern Languages from A level

Oriental Studies

Method:

CLAT- 1 hour each for Latin & Greek. Testing translation skills

LAT - 30mins/1hour . Testing interpretation of an invented language. Varies depending

on degree programme

MLAT- 30 mins. Testing applications of grammar and sentence translation

How:

Used in selection for interview but can be used to set level at interview

Logistics & Registration UCAS is very clear on both course search and during the

application when students need to take tests

It is a students’ responsibility to ensure they are registered for

tests and deadlines for this may vary

Most can be taken within schools

Majority are pen & paper tests

Bursaries are available for those tests that charge

Students may be required to take more than one test

Admissions Testing Service

TSA

BMAT

STEP

Oxford only tests

How to prepare?

Dependent on test – aptitude or ability?

Science tests – Revision of early work helpful. Firm knowledge of subject

matter helpful

Humanities (English, History, Languages) – Practice of similar exercises from

teachers helpful

TSA & LNAT – Unseen essays

All – PRACTICE & Exam technique

Sample papers and marking schemes available

Limited number so spread out attempts

Afterwards... Delivery of marks varies by subject

Don’t expect top marks – pass mark depends on the cohort

Used alongside all other information to decide who should be

interviewed

Prior academic

achievement

Predicted grades

Personal Statement

Teacher’s reference

Pre-Interview tests

Written work

Interview(s)