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From sixth-form to university

Admissions Tests and Interviews at Cambridge and Oxford 2012 Dr Andrew Bell Tutor for Admissions Gonville and Caius College University of Cambridge. From sixth-form to university. no, or very few, re-sits no bells, few collective timetables integrating elements in linear courses

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From sixth-form to university

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  1. Admissions Tests and Interviews at Cambridge and Oxford 2012Dr Andrew BellTutor for AdmissionsGonville and Caius CollegeUniversity of Cambridge

  2. From sixth-form to university no, or very few, re-sits no bells, few collective timetables integrating elements in linear courses formative and summative assessment learning “the wrong way round” rapid progress students do not work to a mark scheme self-motivation and self-discipline

  3. What do we look for in applicants? Very strong exam record, especially in Years 12 and 13 Excellent school/college reference Appropriate choice of subject and course Good test performance (BMAT) and high-quality submitted written work (Arts subjects) Academic potential, meaning: knowledge and skill; logic and clarity of thought; intellectual flexibility; imagination

  4. Selection criteria Admissions decisions are based on: • A level (or equivalent) grades and subject combinations • AS grades and (Cambridge) unit marks • GCSE grades • UCAS personal statement and school/college reference • Submitted work (where requested) • Test results (chiefly Oxford) • Interview performance

  5. Application • Students apply via UCAS to Oxford OR Cambridge by 15 October • Cambridge applicants also fill in an online questionnaire after they have submitted their UCAS form; this essentially gathers AS scores • Many Oxford applicants sit an aptitude test in early November; so do Medics and Vets for Cambridge • Most applicants choose a College but many take the ‘open’ application route; choice of College has no impact upon likelihood of success • Typical Oxford offer: mostly AAA (A*A*A Maths) • Typical Cambridge offer: A*AA or A*AAA

  6. Use of Contextual Data Both universities use contextual data to help make admissions fairer So, we look at: The performance of the applicant’s school or college at GCSE or equivalent level, and the performance of the applicant’s school or college at A-level or equivalent level. But also at Whether the applicant come from a low participation neighbourhood (LPN) Or from an area of relatively low socio-economic position (ACORN information) Or whether they have spent significant time in care These allow us to see achievement in context.

  7. A very strong examination record We seek students whose academic record places them in approximately the top 3% of the ability range Most – though by no means all – successful Cambridge applicants have an AS UMS average (across their best or most relevant three subjects) of comfortably above 90% The mean AS average of students receiving offers from a range of Cambridge Colleges in 2010/11 was 94-96% There is no minimum required number of A*s at GCSE, though most successful applicants achieved A* in most of their GCSEs

  8. Interviews • Normally two or more interviews, each usually lasting 20−30 minutes • Conducted by lecturers and predominantly academic and subject-focused • Discussion-based and intellectually challenging • Check the websites for videos and further information

  9. Interviews: what are we looking for? The last piece in the jigsaw rather than the ‘final hurdle’ • Academic ability and potential to be successful • Self-motivation, commitment and serious interest in the chosen course • Ability to think independently and critically • Use of existing knowledge to assess new problems No trick questions!

  10. Interviews: what to expect • Focused and challenging questions • Applicants are usually asked to talk about: • Academic work completed in the last year or two • Relevant wider reading or work experience • Subject-related issues that are very readily visible in the wider world • ‘Prompt’ material • Prompting from interviewers • Questions to interviewers

  11. Interviews: How to prepare • Refresh your memory about: • the course for which you applied • recent school/college work • UCAS personal statement • submitted work • Wider reading • Practise discussing academic work and ideas • Vocational subjects

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