Passing Oxbridge Admissions Tests

Rosalie Hutton, Glenn Hutton

• Publisher: Learning Matters
• Year: 2012
• Print ISBN: 9780857257970, 9780857258724
• eBook ISBN: 9780857257987
• Edition: 2
• Topic: Study Aids
• Subtopic: Study Guides

If you are applying to Oxford or Cambridge Universities, you may be required to take one of the Oxbridge-specific admission tests. This text provides all the essential information you need to understand the format and structure of the tests along with vital practice in the sort of questions you will face.

The book covers, in detail, the Thinking Skills Assessment (TSA) for both institutions, focusing on critical thinking and problem-solving skills. It includes a practice test with answers and explanations and also guidance on the writing task undertaken by applicants to Oxford.

This revised and updated edition includes new material across all parts of the book. It provides enhanced information on interviews and personal statements, coverage of the Sixth Term Examination Paper (STEP), and expanded sections on the other tests for English, history, physics, mathematics and computer sciences.

Rosalie Hutton BSc, MSc, MCIPD, is an Occupational Psychologist who has specialised in the field of assessment and testing for 25 years. As CEO of her own company, Rosalie has designed and published a range of psychological assessment measures and is the co-author of a number of assessment books on multiple-choice questions.

Glenn Hutton BA, MPhil, FCIPD, is a consultant to organisations concerned with recruitment and selection by way of assessment or examination. Previously a Police Superintendent and Head of the National Police Training Examinations and Assessment Unit, he co-authors books on criminal law and assessment.

Chapter 1

Introduction

1. Oxbridge admissions tests

Both Oxford and Cambridge use the Thinking Skills Assessment (TSA) and Oxford also includes a second element where candidates are required to undertake a Writing Task.

The TSA results are not used in isolation and both universities consider other information available about each candidate including GCSE results and other qualifications, predicted grades for A-Level or equivalent, school reference, UCAS personal statement, samples of school work and interview performance, to assess potential and select applicants.

At Cambridge the TSA is taken at the time of interview in the UK and overseas and is administered under examination conditions with an invigilator present. Applicants do not need to do anything in terms of registering for the test as Cambridge colleges will notify applicants of all admissions requirements.

To find out whether you will need to take the TSA at Oxford or Cambridge you are advised to look at the exact entry requirements for a particular course by referring to the University of Oxford and University of Cambridge websites.

2. How will this book help me?

This book has been produced to provide any person preparing for the TSA with an in-depth understanding of the assessment they will face.

Chapter 1 of the book examines your choice of applying to Oxford or Cambridge and the admissions process to these universities. The process outlined is simply a summary and is not intended to replace the informative websites provided by the universities (Oxford: www.ox.ac.uk; Cambridge: www.cam.ac.uk), or the UCAS Big Guide. This UCAS book is really a MUST for any applicant, being the official universities and colleges entrance guide. There are also a useful number of publications available about the entrance to Oxbridge and details are on the universities’websites.

Chapter 2 provides full details of the TSA requirements. This is followed by a clear explanation of the format and design of multiple-choice questions both generally and specific to the TSA.

Chapter 3 provides a step-by-step, developmental approach to answering problem-solving and critical-thinking questions. By the end of this chapter you should have a good understanding of this type of assessment and how best to arrive at the correct answer.

Chapter 4 replicates the Thinking Skills Assessment. The chapter consists of 50 questions – 25 problem solving and 25 critical thinking. In the actual test the time allowed is 90 minutes and you might consider timing yourself against this constraint for some indication as to your level of performance. However, this practice test has not been written to be time constrained but as a vehicle: (a) to consolidate what has been learnt from the previous chapter, and (b) to give you confidence when dealing with such questions. Rather than simply giving the ‘correct response’, the answers to the practice test provide the rationale for both the correct and incorrect answers. This approach has proved to be effective in developing a person’s knowledge and understanding of a particular subject.

Chapter 5 looks at the Writing Task requirement used by Oxford. This is not meant to be an exhaustive review of the skills required for this task but does consider style, structure, and the use of critical-thinking skills, to enable you to write a well-reasoned piece of work in the time allowed.

Chapter 6 examines the other admissions tests used by Oxford and Cambridge.

In addition to the practice tests and information given here, there are other things that can be done to prepare for your admission to Oxford or Cambridge. Whilst it may seem very informal, one of the most effective ways, both to prepare for and succeed in your interview and study in higher education, is to read a ‘quality’newspaper. In fact the universities recommend this.

This book does not claim to be able to help you do well in the test but it should speed up your reactions and give you confidence in the style of questions you will encounter.

3. Application process for Oxford and Cambridge

The application process for Oxford and Cambridge starts earlier than other universities. Your UCAS application must usually be submitted by mid-October for entry the following year or deferred entry the year after, so that there is time to arrange the interview process. UCAS accept applications from the beginning of September.

For Oxford you will also need to complete an Oxford Application Form, and return it to the Undergraduate Admissions Office by post by mid-October. The application deadlines and admissions test arrangements may be different for candidates applying from outside the EU.

In the past all applicants to Cambridge were asked to submit a Cambridge Application Form in addition to a UCAS application. It is planned that applicants from the UK and EU will only need to submit a UCAS application in order to apply to Cambridge. If you are applying from outside the EU, you will need to submit a Cambridge Overseas Application Form (COAF) in addition to your UCAS application. However, once your application has been received you will be asked to provide additional information through a Supplementary Application Questionnaire (SAQ).

Both Oxford and Cambridge, depending on your intended course of study, may require you to provide one or two samples of academic work for tutors to assess.

Also, you may already know this, but if you don’t, you cannot apply to Oxford and Cambridge in the same year.

Educational requirements

Oxford

Conditional offers are made to students studying A-levels and will range between A*A*A* and AAA depending on the subject applied for. These offers are likely to be on the basis of final grades alone and not UMS scores. The actual requirements are detailed on the Oxford website. With the exception of General Studies, all A-levels are approved for admissions purposes providing that any specific subject requirements are met. Where AS module grades or marks are provided within the UCAS application this information may be used by tutors in considering an applicant’s academic attainment up to that point but the information is not used to shortlist for interview.

Applicants must also have sufficient fluency in written and spoken English to cope with their course from the start. Therefore, all non-native English-speaking applicants must hold one of the following qualifications: IELTS; TOEFL (paper-based or internet-based); Cambridge Certificate of Advanced English; Cambridge Certificate for Proficiency in English; English Language GCSE; IGCSE or O-level; International Baccalaureate Standard Level; European Baccalaureate. Applicants must reach a standard set by Oxford in one of these qualifications.

Cambridge

Prior knowledge of certain subjects is required for many courses at Cambridge and conditional offers are made to applicants who pass such subjects with an A or A* grade at A-Level. There are some courses that do not require applicants to have previously studied the subject such as Law, Philosophy and Asian and Middle Eastern Studies.You are recommended to look at the course requirements provided on the website to be aware what subjects and combination of subjects are necessary for your intended course.

As with Oxford, there is also a requirement that an applicant’s English language skills are good enough for you to undertake their studies. This may require a formal English language qualification as part of a conditional offer and these qualifications are similar to those required by Oxford.

Writing your personal statement

Before offering a place, Oxford and Cambridge are looking at three main things: your exam results, your referee’s statement and your personal statement. Exam results and referees’ statements seldom help universities to make selection decisions, whereas the personal statement is your opportunity to convince the university to offer you a place. They want to see that you will fit into university life, not just academically but socially as well.

Apart from telling the reader of your personal statement why you want to study at Oxford or Cambridge you should also include information about your work experience, volunteer work, academic commitment and extracurricular activities.

Work experience can often be difficult for those of you who are coming straight from full-time education but access schemes at weekends and during holidays are often available especially in the A2 year. However, do not be dismayed if you have problems gaining work experience; universities are aware of how difficult this can be.

Volunteer work is considered by many as important in the sense that it demonstrates a commitment to helping others in the community and develops your people and softer skills. Getting involved is easy and you should look for something you would enjoy and that you might stick at for months or longer. Lots of volunteering positions only require up to four hours commitment a week and with some there are opportunities to attend training courses, e.g. first aid. Careers advisers may be able to help organise volunteer work or you can visit the following websites: www.volunteering.org.uk (this is the Volunteering England site and contains information and addresses); www.do-it.org.uk (this is ‘volunteering made easy’; just enter your address and the type of project you want to get involved with). So if you aren’t volunteering you might consider it’s time to get off your bum and start to help others – oh and by the way, it can be FUN and it’s FREE!

Academic commitment means demonstrating that you understand the commitment required for the hard work you will face to complete your degree and beyond.Your exam results do not amply demonstrate your commitment to studying, but reading up on an area of your intended degree that might interest you would – so make a note of everything you read outside your A-level course work in preparation for completing the personal statement.

Extra-curricular activities are important as these provide evidence that you are a well-rounded person with a number of hobbies and interests. This may include playing representative sport, being a member of a society, a musician, or undertaking the Duke of Edinburgh Awards scheme. Where possible showing positions of responsibility is beneficial to demonstrate your leadership skills and the fact that you are confident and willing to undertake such responsibilities.

Be mindful that at least 80 per cent of your personal statement should relate to your academic studies, with only a small paragraph devoted to extra-curricular activities. The university is selecting suitable applicants from a significant number of very high achievers and is really concerned with how successfully you will cope with the demanding courses. The aim of your personal statement is to impress upon the admissions tutor that you are academically able, intellectually curious, enthusiastic and hardworking.

Because of the nature of the beast, in so far as its importance at this point in the application process, the personal statement has become more and more ‘professional’in its production. As a result Oxbridge often put the statements through plagiarism detection software and apparently many have been failed. Be warned!

Essentially your personal statement is the opportunity to convince the course tutor of your strong academic background, a genuine interest in your chosen subject and a self-motivated and enthusiastic approach.

Interviews

The Oxford and Cambridge websites contain detailed information on interviews, what to expect, how to prepare and even what to wear. Consequently, the following provides just a basic outline of the interview process. Remember, the interview is just one aspect of your application, as tutors will also consider your examination results, personal statement, academic reference, predicted grades, and admissions tests or written work (where required).

The interview is designed to assess your academic abilities and, most importantly, your academic potential. It not only provides tutors with an opportunity to evaluate your understanding of, and aptitude for, your subject, but also gives you the opportunity to explain why you are committed to your proposed course of study. It is important to note that whether or not you are accepted will be based on your academic abilities and potential, not your manners or etiquette, appearance, or background.

In a nutshell you will be required to demonstrate your:

• academic ability
• capacity to deal with the rigours of the course
• logic and reasoning ability
• knowledge of current affairs, especially those concerning the course.

These areas are really what you would expect, and the last point reiterates the benefits of reading around your chosen subject by regularly reading a ‘quality’newspaper, journals, magazines and other relevant publications.

4. Thinking Skills Assessment

The Thinking Skills Assessment (TSA) is designed to help Oxford and Cambridge to make more informed choices amongst the many highly qualified applicants who apply for some of their degree programmes. The test has been designed to assess the ability of individuals to think critically and reason analytically, traits that identify individuals who are most likely to succeed in higher education.

The TSA is an assessment of two kinds of thinking: problem solving – reasoning using numerical and spatial skills, and critical thinking – reasoning using everyday written language.

The assessment consists of 50 multiple-choice questions within a time constraint of 90 minutes. The test is normally pencil and paper, although facilities do exist for it to be conducted online. Where the test is pencil and paper a soft pencil (HB or softer) and a good eraser are essential. All of the 50 questions must be attempted and these vary in difficulty from easy to very hard. There are 25 problem-solving questions and 25 critical-thinking questions that are mixed throughout the question paper. The reason for this is to ensure candidates complete a sufficient number...

Table of contents

• Cover Page
• Title
• Copyright
• Contents
• Preface
• Chapter 1: Introduction
• Chapter 2: Multiple-choice questions
• Chapter 3: Thinking Skills Assessment
• Chapter 4: Thinking Skills Assessment practice test
• Chapter 5: TSA Writing Task
• Chapter 6: Other Oxbridge admissions tests