SCHOLASTIC APTITUDE TESTS IN A FULL-SERVICE MODEL
SCHOLASTIC ABILITY TESTS IN A FULL-SERVICE MODEL
Our full-service model is designed to ensure that universities have almost no effort in conducting subject-specific scholastic aptitude tests. Aptitude tests of this kind produce valid results for the selection of students for admission-restricted study programmes and thus offer a grade-independent criterion.
With the TM-WISO and the BT-WISO, we currently offer two aptitude tests for business programmes in the Master’s and Bachelor’s degree programmes respectively in our full-service model. BT-MINT is available for undergraduate STEM degree programmes. If you have a need for other fields of study or degree programmes, please feel free to contact us.
In addition, the PhaST, which we developed together with the Universities of Tübingen, Freiburg and Heidelberg for pharmaceutical studies, is conducted according to the full service model.
Our scholastic aptitude tests in the full-service model are standardised subject-specific study ability tests
- which we carry out on behalf of universities,
- throughout Germany,
- several times a year,
- as a PC-supported procedure and
- in certified test centres.
We offer our subject-specific study aptitude tests:
- for various fields of study
- for undergraduate and graduate programmes and
- always in both German and English.
THE ADVANTAGES OF OUR SUBJECT-SPECIFIC STUDY APTITUDE TESTS IN THE FULL-SERVICE MODEL
Our subject-specific scholastic aptitude tests meet the requirements of the German law: they are standardised, structured and transparent. In addition, we evaluate our tests and have already been able to show: they are standardised, structured and transparent. In addition, we evaluate our tests and have already been able to show, for example, that the results of the tests predict study success. The correlations between test results and final grades are generally between .30 and .50 and are thus remarkably good in international comparison.
Objectivity is an important requirement for further psychometric criteria of tests. Objectivity means that the result does not depend on which person organisates, evaluates or interprets the procedure. In the case of standardised procedures such as ability tests, which are carried out and evaluated according to explicit rules, the criterion of objectivity is particularly fulfilled. For applicants, the advantage of a high degree of objectivity is that everyone is assessed by the same measure and has the same chances. In the case of school or study grades and unstructured selection interviews, the criterion of objectivity is at times violated.
We take over the entire development, organisation, implementation and evaluation of the tests as well as the provision of the test results. In addition, we offer support for the participants and provide materials for the preparation of the tests free of charge.
As a university, you “only” have to specify the use of the tests in your statutes. We will be happy to advise you on this.
There are numerous ways to use the results of our subject-specific scholastic aptitude tests for the selection of students. Which model is right for you depends on various factors (e.g. legislation of the respective state, applicant situation, objectives pursued by the selection process).
We offer a lot of possibilities, as we always report back grade equivalents, standard grades and percentile ranks.
We store personal data securely and exclusively on servers in the EU in accordance with the strict European data protection guidelines.
We do not want success in the test to depend on how much time and money is invested in preparation. The result in the test should depend on skills that have been acquired over a longer period of time and also determine the success in the study programme. Therefore we mainly use complex problem solving tasks, which are miniature simulations of demand situations and require the interaction of several skills.
Applicants in selection processes are increasingly informing themselves about the tests and assessments. In general, they prefer assessments that are objective, transparent and related to the subject of study. In surveys of students, subject-specific scholastic aptitude tests and structured selection interviews are therefore in first place. Classical intelligence tests, random selection, waiting time, motivation letters and unstructured selection interviews do score less well.
Therefore most of our test dates are in spring, so that the test results are available in time before July 15th (Deadline for most study programs in Germany).
We also coordinate the test dates with the participating universities on an annual basis, for example, in order to be able to respond to early application deadlines for individual degree programmes.
Psychological aptitude diagnostics has drawn up a large number of standards for aptitude diagnostic instruments, which in Germany, for example, are defined in DIN 33430. However, it is more difficult to comply with the standards than to set them up when it comes to their concrete implementation. The ITB has decades of expertise in overcoming all challenges and implementing the standards. All projects are supervised by well-trained psychologists who have a degree in psychology and are licensed according to DIN 33430. Our products are scientifically evaluated and we are supported by a scientific advisory board.