Changes to the Selective Test
With announcements that the Selective Test will go through its largest overhaul in 30 years (including the move to computer based testing in 2021 for the OC Test), it raises the issue of how students should prepare for the exam, especially when details for the papers are still unknown.
WHAT WE KNOW SO FAR
While varied information about the changes to the exam format, question types and weighting is available on the internet, the most reliable and up to date information is on the NSW Department of Education website.
From this site, we can see that the overall format of the Selective Test will be relatively similar to previous years, featuring the same Reading Comprehension and Writing sections. However, the change from “Mathematics” to “Mathematical Reasoning” in 2021 reflects the move towards focusing more heavily on logical reasoning and problem-solving skills. This refers to more word problems and longer questions which will test students on their ability to extract meaningful information. As a result, this section will become more challenging as students will have to apply both critical reading and mathematical foundations to problems while under time pressures. This trend can be expected to continue in the future.
Another major change to the Selective Test in 2021 is the new Thinking Skills section which will replace General Ability (GA). This is also aligned with the Department of Education’s aim to use an exam format that has greater emphasis on critical thinking and problem solving skills. While no sample papers or further information have been released yet, Cambridge Assessments (the company responsible for writing the new tests) have run “Thinking Skills” Assessments in other countries for a range of cohorts which provide some insight into the structure of questions we can expect to see next year.
From Cambridge’s UK undergraduate entry assessments, there appears to be a focus on strong analytical reading, critical thinking and logical reasoning skills. While the GA papers from previous years included a small proportion of logic-based questions, the majority of questions consisted of vocabulary, non-verbal reasoning and mathematical pattern recognition question types. From this, we can expect a shift towards longer problem solving questions that will challenge students to think beyond the surface level.
REVIEW OF SELECTIVE EDUCATION ACCESS: KEY POINTS
While many of the exact changes to test taking are still unclear at this stage, we can look at the key points from the 2018 Review of Selective Education Access document which informs all future changes to the Selective Test. This document is the summary of many years of research into the Selective education system, which was founded on the principle of bringing like-minded students together in an academically enriching environment that would suit their talents and abilities.
Much of the discussion among parents, the media and the Department itself centred around the merits of the Selective system and whether the Selective School system was advantageous to students or discriminatory. By examining many factors such as student’s personal factors, test preparation and the validity of the Selective Test score, the Review was able to create recommendations for bridging gaps in the education system. We can expect that these recommendations (as listed below) will greatly influence future changes to the Selective Test.
Entry into Selective Schools should be focused on ability rather than education background - this refers to reducing the ‘coachability’ of subjects by testing students on their problem solving skills rather than their knowledge. Mathematical questions will test fairly basic mathematical concepts but in a way that students will have to think critically. Rather than asking for the meaning of a vocabulary word, questions in the Thinking Skills section will ask what a word means within a certain context. In general, questions will focus on how well a child can think on their feet rather than logic-based questions.
Align difficulty of exams to ability of students - This recommendation is rather controversial and could be possible if the online test is made to be adaptable but at this stage, it is more likely to relate to a child’s ability based on their knowledge.
Ensuring correct weighting of Mathematical and English ability - Critical reading and advanced literacy skills will be the focus here. This has already been implemented in 2019 and 2020 where the Reading Comprehension section required more insightful understanding, and this can be expected in 2021 with Thinking Skills requiring analytical and critical reading. Critical reading includes understanding all elements of the text, multiple aspects of arguments or views and evaluating the relevant parts.
Adjustment to process of nominating a school. There have been many polls and petitions from parents against the school preferencing system due to the gamble in making school preferences. The process may be adjusted in the future to nominate preferences after results are received.
Other misc aspects - many students such as Indigenous, female, disabled, regional and other socioeconomic statuses are greatly under-represented in Selective Schools. There may be changes to give these students a better chance.
Last updated: 12th December 2020
