PREPARATION FOR THE TEST

PREPARATION FOR THE TEST

To prepare for the test we recommend the following:

  • Inform yourself about the test procedure, the conditions of implementation, and processing techniques. In order to do so, read the following information as well as the additional information you will find on this website.
  • Execute the demo test for the test you are taking. Preferably twice!
  1. The first time under “serious conditions”. This will give you a good impression of the corresponding requirements and you will familiarize yourself with the navigation within the test system and the given time frames.
  2. The second time, take a closer look at the tasks again, especially those you had difficulties with. This will help you recognize typical sources of error and you will know better what you should pay attention to during the test.

LEVEL OF DIFFICULTY

The difficulty of the demo test is similar to the difficulty of the real test. There are easy, medium and difficult tasks; the test is designed in a way that an average participant correctly solves about half of the tasks. For the knowledge modules (e.g. in PhaST), we recommend that you refresh your relevant knowledge from middle and high school.

HOW TO REDUCE STRESS

  • Once you have the invitation letter, inform yourself on how to get to the test center.
  • Check if you have an official photo identification that is valid on the date of the test and ensure that you have it with you on testing day.
  • Be well rested – long processing times make high demands on stamina, power of concentration, and your ability to work under pressure.
  • Relaxation techniques or simple exercises such as taking a quiet, deep breath, loosely shaking out your hands, strongly stretching, and a relaxed sitting position may relieve or prevent cramps.

WHY JUST THAT AND NOT MORE?

The competencies we measure with the subject-specific ability modules are the result of many years of learning and development processes; they thus largely elude short-term influence. Wherever possible, we select exercise types for our tests that are demonstrably difficult to train, so that success in the test does not depend on attending expensive preparation courses.

USEFUL PROCESSING TECHNIQUES

A steady and careful, but nonetheless speedy work promises the best success.

It is all too easy to overlook information that is relevant to the solution by simply skimming over the texts. The response options that appear reasonable at first view are not always correct (but not always incorrect either).

It is possible to generate and benefit from a certain “warm-up” effect, since the first exercises of a group of exercises are usually easier than the following ones.

You must not assume that by not having solved an exercise of a certain group of tasks, you will not be able to solve the next tasks of this group either. In fact, the difficulty of the individual tasks is perceived differently by all persons. Therefore, first work on the tasks that seem easier to you and then, if you still have time left, return to the tasks that are not as easy for you.

For some tasks it is best to initially try to find the solution yourself and then check whether your own solution is among the given answers. If you proceed the other way round, i.e. if you first look at the alternatives offered, you may easily be “led astray”, because the wrong answers are sometimes designed to appear plausible

If you are unable to find a solution, you may try an “exclusion” technique. Often, the decision is easier if only some of the provided answers are still applicable.

If you cannot solve a task, or a shortage of time does not allow you to complete a task, you should select at random! No points will be deducted for wrong answers, so you may still get some points by guessing.

We design the tests in a way that on average about half of the tasks are solved. This means that the tests provide a good differentiability in both the upper and lower performance range.