TSA Tips
TSA Tips
TSA Tips
In respect of the critical-thinking element of the TSA, designers of similar tests, e.g.
UKCAT/BMAT and LNAT, will maintain that the tests do not contain any curriculum, nor
any science content, nor can it be revised for.Tests like the UKCAT and LNAT, together with the critical-thinking element of the test being presented by Cambridge Assessment, have been in existence for many decades and are used widely in the selection, assessment and development of staff. None of these commercially available tests claims to have any curriculum or science content and cannot specifically be revised for. However, it has been demonstrated that familiarisation in understanding and practising such tests does increase both levels of competence and performance. It also helps to reduce anxiety levels as applicants are not faced with the unknown.
5.
This section provides a brief overview of multiple-choice question tests and then examines their format and design and in particular that being used in the TSA. Which of the following is true of multiple-choice tests and questions?
A B C D E The tests are very simplistic The questions are easy to answer The tests are a poor substitute for real examinations A good guessing strategy will always get you a decent mark None of the above
The answer, of course, is E - none of the above. Multiple-choice tests have a very good track record in the field of assessment and particularly in selection. Multiple-choice questions offer a technique that simply tests the candidates'knowledge and understanding of a particular subject on the date of the test. They make candidates read and think but not write about the question set, as is the case with essay-type questions. It is true that there have been a number of long-held criticisms - and myths - about multiple-choice tests. For one, it has been a criticism that they are too simple-minded and trivial. What this observation really means is that it is perfectly obvious to the candidate
what they have to do. There are no marks for working out what the examiner wants - it's obvious. But this is not the same as saying that the answer is obvious, far from it. In addition, multiple-choice questions are often referred to by students as being'multipleguess' questions, on the basis that the right answer lies in one of the options given and therefore you have a good mathematical chance of happening upon the right answer. Although systematic and even completely random guessing does occur in multiple-choice tests, their effects can be minimised and their use identified by properly constructed, presented and timed tests. The people who design and analyse multiple-choice tests are often just as interested in what wrong answers you give as the right ones. This is because, apart from other things, patterns can be discerned and compared with those of others taking the same test and tendencies towards certain answers (e.g. always choosing option B) will stand out. In short, guessing is easy to spot and unlikely to succeed. Given that the purpose of the TSA is to inform the overall decision -making process in selecting you over your fellow applicants (rather than simply achieving a bad result or score) relying on guesswork is a poor strategy. Multiple-choice tests are used extensively both in Europe and the USA, from staged tests in schools through to university selection and assessment, to some of the most complex and high-stake professional trade qualifications. The strength of these tests is that they can provide fair and objective testing on a huge scale at small cost, in the sense that their administration is standardised and their developers can demonstrate that the results are not going to vary according to the marker a criticism of essay-type tests. The format and design of the multiple-choice questions used for the TSA will undoubted' follow the general educational model. The following descriptions of the format and design of multiple-choice questions are taker from two publications. First, Assessment and Testing: A survey of research (University of Cambridge Local Examinations Syndicate, 1995).The University of Cambridge Local Examinations Syndicate has been in existence for well over 100 years and prepares examinations for over 100 countries. Second, Constructing Written Test Questions for the BtC Clinical Sciences (Second Edition, Susan M Case and David B Swanson, National Board or Medical Examiners, 1998). The National Board of Medical Examiners, which is based in ~ USA, uses multiple-choice questions to test in excess of 100,000 medical students each year, including foreign doctors, at numerous sites throughout the world. In all, multiple-choice testing properly conducted is well established, well used across the professional assessment world and well respected, none more so than Cambridge Assessment. There are a number of different formats that can be used for multiple-choice tests but the most common format is that taken from the' One Best Answer' family. Generally, this is .
format used in the TSA and is discussed in detail below in relation to numerical/spatial tests and critical-thinking understand tests. However, before looking at the TSA it is useful to the general structure of the' One Best Answer' format.
stem
The stem is usually a set of circumstances ways. The circumstances may be presented that can be presented in a number of different as a document, a articles, in a few simple sentences,
letter, some form of pictorial display or may be longer passages, such as newspaper extracts from books or periodicals. It provides all the information follow. A simple numerical aptitude stem could be:
A college had 20,000 students in 2007.8,000 of the students studied a science subject.
Lead-in question
The lead-in question identifies the exact answer the examiner requires from the circumstances provided in the stem.
For example, the lead-in question for the stem example given above could be:
What is the approximate ratio of students studying science to the total number of students at the college?
Choices
The choices provided will always consist of ONE correct answer with the remainder incorrect answers; these incorrect answers are referred to as'distracters'. For example, typical choices for the stem and lead-in question example given above could be: A 2:3 being
B
C D E
2:5
3:2 3:5 4:2
Stem
The stem will consist of tables, charts, and/or graphs.
Lead-in question
For each of the stems, i.e. the tables, charts, and/or graphs, there will be one lead-in question.
Choices
There will be five choices for each question, A, B, C, D and E. Remember, there is only ONE correct answer and the remaining four choices will be 'distracters', i.e. incorrect.
The format of the critical-thinking part of the test is similar to that described in the example given above, with the exception being that the lead-in question actually becomes a statement. This is explained further in Chapter 3.
Stem
The stem will consist of short passages of text.
Lead-in question
For each of the stems, i.e. the passages of text, there will be one lead-in question.
Choices
There will be five possible choices for each question, A, B, C, D and E. Only ONE of these choices will be the correct answer and the remaining four choices will be 'distracters'.
Strategy 1 Carefully read the passage, then read each question and then go on to examine each of the options in turn to see whether it is possibly correct or whether it can be eliminated. This process of elimination should leave you with the correct answer. However, you should be aware that you might become more susceptible to the distracters and immediately believe one to be the correct answer. In relation to critical-thinking questions you may then go through a process of'justifying' your choice to yourself and therefore not have an open mind to conflicting arguments elsewhere in the passage.
This strategy is the more conventional approach that would probably be followed by most test takers.
Strategy 2 Carefully read the passage and then attempt each question without looking at the options available. When you have arrived at a possible answer for the question you can examine the options to see if your choice, or a close match, is available. This process would validate or invalidate your answer thus allowing you to move on or review your answer. Alternatively, you may read the question first and then carefully read the passage in an attempt to arrive at a possible answer before looking at the options. This is a more deliberate strategy and feels less 'intuitive' than the first strategy above.
It is of course a matter of personal choice which of the two strategies you adopt. However, in either case, an initial skim read of the passage might be beneficial. In relation to the critical-thinking questions do not use your own knowledge or experience of the subject matter to influence your answers even if your knowledge contradicts that of the writer. The concept of this part of the test is not to test individual prior knowledge - it is to present everyone competing against you with the same opportunity to demonstrate their skills and aptitudes. As such your answers should relate directly to: 1. 2. your understanding of the passage you have read and the way in which the writer has presented it to you, the reader. -.- '" chapter prO\~= - =-e range of n -=By taking this ..::nay need some - ..:=:ericalquestio c; ~_ utations used, -:..... --e example questi _'" ='::::onalebut also the _s.s provides themarh _ - d on your understzc
Examine each passage to extract the main ideas and avoid drawing hasty conclusions. The following two chapters of the book contain details of the TSA problem-solving and critical-thinking elements and provides a practice test covering each of these areas. By working through these chapters you will not only familiarise yourself with the format of these tests but speed up your reactions and give yourself the confidence successfully to handle the differing styles of questions involved.
=_-
=:
ability to solve numerical and '='_ atial problems. It requires the candidate to solve problems by extracting relevant mformation from tables and other numerical presentations. It assumes familiarity with numbers and a good pass at GCSE but the problems to be solved are less to do with :-umerical facility and more to do with problem solving (i.e. knowing what information to use and how to manipulate it using simple calculations and ratios). Hence, it measures reasoning using numbers as a vehicle, rather than measuring a facility with numbers. Commercially-produced numerical aptitude tests have been in existence for many years, znainly for use in the selection and assessment of staff. There have been numerous books .ritten on how to pass or how to master these types of psychometric tests, and what :allows is a precis on what you need to consider specifically in approaching this part of the rest. Essentially, the advice on preparation for any aptitude test, contained in Chapter 2, zolds true for numerical/spatial tests. Quite simply, numerical and spatial tests are designed to measure your ability to ~ derstand numbers and visualise shapes in different dimensions and rotations. The :-umerical part of the test relates to the four basic arithmetic operations of addition, subtraction, multiplication and division, as well as number sequences and simple =mthematics. Therefore, in preparing for such tests you need to be able to perform simple -;> culations without the use of a calculator. -::::Lis chapter provides you with an opportunity to test your understanding and knowledge :::~ the range of numerical and spatial questions you are likely to be presented with in the ~ A. By taking this opportunity you should be able to identify any numerical areas where u may need some development. Obviously, as with any other type of examination, :-:.mlericalquestions can be presented in a variety of different ways. However, the basic _ mputations used will always be the same. So learn or remind yourself of the basics! -::::-e example questions provided in this chapter not only include the correct answer and ~:ionale but also the reasons why the other options are incorrect. In addition, this section - -50 provides the' mathematical rule' for each question. All this is designed to reinforce or _:.:ildon your understanding and knowledge of the syllabus areas.
10.
problem-solving curriculum
contained in the TSA are numerical/spatial items are mixed with the questions throughout the question paper. and skill, covered in the problem-solving ( UCLES 2003) as follows: part
e and spatial
reaso
knowledge
-:-'o-dimensional :eng
(2D) _
G. _
able to interpret
eralisation recognition (for example, the idea that 1 % could be thought of as es and graphs - cracting information :x:racting information (addition, subtraction, multiplication, division) (for example, if something was sold at 10, and is now advertised .::.. ~ that some znd 40 to 5 both involve
simple fractions place value (for example, knowing that the '5' in '7654' indicates '50') ideas about percentages
'1 in every lOO', and that if 20% of a group of adults are men, 80% must be women) Numerical operations
at'20% off, how much would the customer pay?) calculations not required) Quantities time and the calendar money measures including: length - kilometre (km), metre (m), centimetre (kg), gramme (g) square metre litre (I), gallons (cm), millimetre (mm) in everyday contexts (complex calculations with fractions and decimals are
-- = above
=-;
. Problem-solvi
:ype of format used in r;
_ -:="
- =:; or
E.
weight - kilogramme
ample questio
=-= following
example requz
You are also required to know the terms for measurements life (e.g. feet, miles), but numerical relationships are not required.
1 foot)
Space and spatial reasoning area (including the calculation of the area of a rectangle) perimeter (including calculation) volume (including the calculation of the volume of a box) reflections (in mirrors) and rotations of simple shapes two-dimensional (2D) representations of three-dimensional (3D) shapes (for example, being able to interpret a'bird's eye view' of a house) Generalisation recognition that some operations are generalisable, for example that converting 24 to 3 and 40 to 5 both involve division by 8 (formal algebra is not required) Tables and graphs extracting information from graphs extracting information from tables Note The above is the full curriculum that may be used in the TSA - because of the limitation in relation to the number of questions in the test (25) not all of the curriculum will be contained in each test.
EXample question
The following example requires you to select the correct answer from the five options provided. The rationale for the correct and incorrect answers is provided after the question. The table below shows the miles travelled by a sales representative.
Mon
Tue
189 145
Wed
213.5 202
Thu
231 173
Fri
Sat 437
WEEK 1
)
197.5 116.5
190 52
WEEK2
;:-=-
elevant Sele
pie question
A B C D
Find the sixth number and divide this by 2. Add all the numbers together and divide by 11. Rearrange the numbers into numerical order and then find the sixth number. Find the average for each week and divide this by 2. Add the two middle numbers together and divide this by 2.
-:::--= table
_~
below shows th
_-= in
E
-;-::L
a e
_=-gth
:;h
--?rior length --erior width __~gage space
This answer is incorrect as the method of finding the median does not entail dividing any of the individual values by 2. B Add all the numbers together and divide by 11.
ate use**
This answer is incorrect as it provides the method for finding the mean not the median. C Rearrange the numbers into numerical order and then find the sixth number.
-",de use ::l-ivate use includes tra :10,333 :10,800 :11,995 =:12,399 :12,585
This answer is correct. Step 1: arrange the 11 values in order - so 52, 116.5, 145, 173, 189, 190, 197.5, 202, 213.5, 231,437. Step 2: there are an odd number of values, so the median is the middle value, i.e. 190. D Find the average for each week and divide this by 2.
This answer is incorrect as it is not a method for finding any type of average. E Add the two middle numbers together and divide this by 2.
This answer is incorrect as it provides the method for finding the median when dealing with an even number of values. The questions used by Cambridge Assessment Selection, Finding Procedures, and Identifying are of three specific kinds: Relevant Similarities. Below are three examples,
17
1. Relevant Selection
Example question
The table below shows the dimensions and prices of various estate cars. I want to buy an estate car for both private and trade use. I am a plumber by trade and need to carry copper pipe in the luggage space up to a length of 1.2 m that for security reasons I want to keep inside the vehicle. I also want to garage my car to prevent it being broken into. My garage is 3.2 m long and 2.25 m wide. What is the lowest price estate car to satisfy these conditions?
Make Length Width Interior length Interior width Luggage space Private use** Trade use Ford 2.8 m 1.48 m 1.8 m 1.40 m 1.2 m 12,585 10,333 Peugeot 2.5 m 1.36 m 1.75 m 1.70 m 1.05 m 11,995 9,500 Fiat 2.6 m 1.38 m 1.70 m 1.35 m 1.3 m 12,399 10,459 VW 3.25 m 1.50 m 2.10 m 1.45 m 1.4 m 12,495 10,800
** Private use includes trade use A .5, B C D E 10,333 10,800 11,995 12,399 12,585
This answer is incorrect as it is the trade price of the Ford and the requirement is a vehicle for private and trade use.
10.800 is a vehicle
This answer is incorrect as it is the trade price of the VW and the requirement
for private and trade use. Also the VW at 3.25 m is too long for the garage at 3.2 m. C 11.995
This answer is incorrect as the luggage space of the Peugeot at 1.05 m is too small for the copper pipe at 1.2 m.
12,399
This answer is correct. We need to find an estate car that will fit in a garage 3.2 m long and 2.25 m wide and which will carry copper pipe in the luggage space up to a length of 1.2 m. The car is for both private and trade use. Both the Fiat and the Ford fit the specifications but the Fiat is cheaper. E 12.585 it is more
the 3
This answer is incorrect, as even though the Ford fits all the specifications expensive than the Fiat for private use.
2. Finding Procedures
Example question
Mr Ahmed is replacing his fencing around the perimeter of his house. On the back fence overlooking fields he intends to use three lengths of wooden rails across the total length; on the two sides of the garden two lengths of wooden rails across the total length; on the front garden fence three lengths of wooden rails across the total length. The back fence measures 50 m; each side of the garden measures 45 m; the length of the front garden fence is 48 m which includes a 1m wide gate. The wooden rails are 3 m long. How many wooden rails will Mr Ahmed need to undertake A B C 127 rails 142 rails 157 rails 158 rails 187 rails all the fencing? -~
X 3 (150)
+ 45
X 2
= 471 m cm
answer is incorrect
ce.
'87 rails ~ answer is incorrect as
clentifying s
pie question
.;.- is laying a gravel driver.
o
E
=-
=-
d1erefore requires 80 X
19
This answer is incorrect as it has used the calculation 45 X 2 = 90/3 = 30 rails; it has not doubled the number of rails for the two sides of the garden fence, i.e. 45 X 2 X 2 = 180/3 = 60 rails
B 142 rails
This answer is incorrect as it has multiplied the front garden fence by 2 and not by 3 and has not deducted the 3 m for the gate.
c
This answer is correct. The calculation to arrive at this answer is:
50 X 3 (150)
+ 45 =
X 2 (90)
+ 45
X 2 (90)
+ 48
X 3 (144) ~ 3 (141)
= 471.
,~~m"","
Total length
471/3
158 rails
This answer is incorrect as it has failed to deduct the 3 m for the gate in the front garden fence.
E 187 rails
X
45 m by 3 instead of 2.
3. IdentifYing Similarities
Example question
Billis laying a gravel driveway that measures 20 m long and 4 m wide. He has calculated that he will require 0.05 tonnes of 20 mm gravel to cover one square metre of driveway. Bill therefore requires 80 X 0.05 = 4 tonnes of gravel.
Which of the following uses the same method of calculation A as that above?
Sarah is paid 5.25 an hour to clean at the school. She works 3 hours a day for 4 days and 2 hours on Fridays, She earns 73.50 a week,
20
Tests
To lay a lawn measuring 10.0 m by 6.0 m will require 15 kg of lawn seed where 0.25 kg of seed covers an area of one square metre.
Lucy puts 60 litres of petrol in her car. The next week she travels 360 miles before the car is empty. l.ucy's car does 6 miles to the litre.
o
E
A 5 litre can of paint covers 15 square metres. Ranjit paints a 5.0 m by 4.0 m wall and a 5.0 m by 5.0 m ceiling. Ranjit needs three cans of paint. Victor's company car business mileage for June is 1,500 miles and the total mileage is 2,300 miles. His private mileage for June is 800 miles.
This answer is correct. This answer uses the same procedure, i.e. multiplying 60 (10 X 6) by the amount of lawn seed@ 0.25 kg per square metre.
C Lucy puts 60 litres of petrol in her car. The next week she travels 360 miles before the car is empty. Lucy's car does 6 miles to the litre.
This answer is incorrect as it divides 360 by 60 thereby using a different procedure, i.e. method of calculation.
A 5 litre can of paint covers 15 square metres. Ranjit paints a 5.0 m by 4.0 m wall and a 5.0 m by 5.0 m ceiling. Ranjit needs three cans of paint.
21
Victor's company car business mileage for June is 1,500 miles and the total mileage is 2,300 miles, His private mileage for June is 800 miles.
This answer is incorrect as it subtracts 1,500 from 2,300 thereby using a different procedure, i.e. method of calculation.
elements of reasoning: evaluating reasoning, recognising and evaluating assumptions; clarifying expressions and ideas; presenting a reasoned case in a clear, logical and coherent way. The assessment for this AS-level is by examination: there is no course work element and the examination is of a similar format to the TSA, i.e. questions related to passages and essays. In the commercial field, professional critical-reasoning psychometric testing has for many years employed to recruit or
_ rovided evidence that _ physical performance -hat elite performers .; , -~_ America compared verse that people - :hilst those with ano . _ at is the main cone _Professional footcs Beckhams or Ste
:=: is claimed
promote the right people, with the right skills, etc. In today's economic climate competition for jobs and training is intense and all the applicants find themselves similarly qualified people, presenting in a selection pool of a problem, not only for the applicant, but also for
those who have a limited number of training places or job vacancies to offer. This makes the selection process difficult - from both perspectives. The result has been that the psychometrics profession, which comprises mainly test developers pound industry. Test developers and publishers, has who
=-
Genetic screening :Enhanced physica : Potential sprinters" screening. The ACTN3 gene
specialise in testing (psychometrists) aptitude such as verbal, numerical, characteristics, such as personality.
and it is usually their remit to construct tests of spatial ability, etc., as well as tests of other
When making selection decisions - whether they are for training, higher education or for job appointments - the area of critical thinking/reasoning Graduate/managerial is deemed to be very important. This is largely because these skills are important in performing the roles themselves, particularly those in management. level aptitude tests of verbal reasoning, which of words, grammar, spelling, word relationships, of a candidate's verbal ability. However, these types are basically assessing the understanding etc. may provide an objective assessment when used for graduate/managerial tests' and prefer an assessment
C,,-
Example question:
-:-is question requires ~ _ :---sage. A conclusion is
==rived at after considera::. :.-e main conclusion tha; -5hJighted statement an.;
of test are seen by some to lack face validity (that is, they do not appear to be job related) roles. People of this level often object to being given'IQ that appears to replicate, to some extent, the content of the
Professional footba
job, i.e. critically evaluating reports. It is also believed by some that classic verbal reasoning tests do not provide an indication of an individual's ability to think critically, therefore psychometrists have developed what are generally called critical- reasoning tests, which are similar in format to the TSA and described in the following section. -
-= which
are concerned
.el of athletic performer ~ dies and therefore the -.assage is that genetic =nhanced physical pe-
---= is an incorrect
Chapter 3 Thinking
provided evidence that genetic experiments on mice and rats has identified enhanced physical performance and that it is likely this could translate to humans. Also a study in America compared versions of the ACTN3 gene among a number of athletes and found that elite performers were more likely to have particular combinations of this gene variant. It is claimed that people with one version of the ACTN3 gene would excel as sprinters whilst those with another version would be better at endurance events. What is the main conclusion of this passage? A Professional footballers may be genetically screened to identify potential David Beckhams or Steven Gerrards. Genetic screening could have a role to play in identifying athletic talent. Enhanced physical performance equates to enhanced athletic skills. Potential sprinters and endurance athletes will be easier to identify with genetic screening. The ACTN3gene can identify future athletic talent.
B C
o
E
This is an incorrect answer as it picks up on the first part of the passage and does not take account of the other issues and evidence raised. B Genetic screening could have a role to play in identifying athletic talent.
This is the correct answer as the passage relates to two pieces of research, both of which are concerned with genetic disposition providing evidence of an individual's level of athletic performance, to identify better performers. These are only research studies and therefore the main conclusion following from and supported by the passage is that genetic screening could have a role to play in identifying athletic talent. C Enhanced physical performance equates to enhanced athletic skills.
This is an incorrect answer as it cannot be concluded from the content of the passage. Although it is being suggested that enhanced physical performance can equate to enhanced athletic skills this may only be the case where combinations of the ACTN3 gene
variant exist. Other variants may still enhance physical performance but not necessarily enhance athleticism.
D Potential sprinters and endurance athletes will be easier to identify with genetic screening.
This is an incorrect answer as although this may be what the passage is suggesting and could be used as the main conclusion it is not the best answer available. The answer only reflects part of the content of the passage and is not as comprehensive a conclusion as that contained in the correct answer.
E The ACTN3 gene can identify future athletic talent.
This is an incorrect answer as it is almost stating conclusively that the ACTN3 gene can identify future athletic talent whereas the passage relates to two research studies: the first only being used on mice and rats; the second stating that' elite performers were more likely to have particular combinations of this gene variant'. It is therefore likely that people without the gene variant may be elite performers.
2. Drawing a conclusion
Example question
The Department for Education plans to include eighteen social targets in Ofsted reports. It is suggested that schools would become broadly responsible for their pupilssafety, enjoyment and happiness. The social targets would require schools to keep records of matters such as drug problems, teenage pregnancy rates, criminal records, obesity levels, bullying, etc. The findings would be published in Ofsted's annual report which is widely used by parents to find out more about their child's school or when selecting a school in their area. The targets would also help to highlight differences between primary and secondary schools in similar circumstances.
Which one of the following conclusions is best supported by the passage? A B C D E Plans to give parents a true picture of children's lives. Schools to be responsible for the safety. enjoyment and happiness of children. Social issues in schools will be easier to identify. Schools will be accountable for solving social problems. Plans will reduce teenage pregnancy rates and drug use.
:::. e statements and determine which one best provides a conclusion of the passage. The _ighlighted statement and rationale is correct. A Plans to give parents a true picture of children's lives.
This is the correct answer as it provides the one best conclusion of the passage. It is tated in the passage that the report 'is widely used by parents to find out more about their child's school or when selecting a school in their area,' B Schools to be responsible for the safety, enjoyment and happiness of children.
JUs is an incorrect answer as the passage states that 'schools would become broadly responsible' as opposed to the statement itself that suggests total responsibility. C Social issues in schools will be easier to identify.
This is an incorrect answer as nowhere in the passage does it suggest that it will be easier :0 identify social issues as this may be determined by the willingness or otherwise of pupils ill provide the information required by the targets.
This is an incorrect answer, as even though it is suggested that schools may collect information identifying the social problems of their pupils, it cannot be concluded that the schools will be accountable for these problems. E Plans will reduce teenage pregnancy rates and drug use.
~s is an incorrect answer, as even though schools may identify the incidence of teenage _regnancies and drug use, the plans are not designed to reduce these, although this could conceivably be a by-product.
3. Identifying an assumption
Example question
The demand for octopus meat is becoming widespread across the retail food industry and onservationists are concerned many species of octopus could be extinct within 10 years. The calls from conservationists for octopus meat to be taken off the menu in restaurants and ~stro pubs, and a boycott by high street stores, are being ignored. The promotion of octopus meat dishes by celebrity chefs is also flying in the face of conservation. It is believed that 30% of octopus meat caught within European waters is exported to Far East markets. hich one of the following statements A B C can be assumed from the passage?
Octopus are only hunted for their meat. Celebrity chefs are not concerned with conservation. A ban on octopus meat in restaurants would protect some species.
o
E
The Far East is the biggest consumer of octopus meat. Consumer demand is directly related to advertising.
This is an incorrect answer as the passage only deals with octopus in relation to their meat for human consumption whereas the meat or other parts of the octopus may be used for other purposes.
B Celebrity chefs are not concerned with conservation.
This is an incorrect answer as although the passage states, 'The promotion of octopus mea dishes by celebrity chefs ... ', it does not follow that such chefs are unconcerned about the conservation of octopuses.
C A ban on octopus meat in restaurants would protect some species.
This is an incorrect answer as it cannot be determined whether or not a ban on octopus meat would protect some species.
This is an incorrect answer as although the passage states that,'30% of octopus meat caught within European waters is exported to Far East markets', there is no information about the export of octopus meat caught in non-European waters.
E Consumer demand is directly related to advertising.
This is the correct answer as although the word' advertising' is not used in the passage it can be assumed from a number of the statements. Octopus meat is advertised by being on the menu in restaurants and gastro pubs, being on sale in high street stores and included in recipes by celebrity chefs.
This is an incorrect answer as it does not weaken or impact on the argument contained within the passage.
B The population of squirrels generally has increased due to householders feeding them.
This is an incorrect answer as it does not weaken or impact on the argument contained within the passage.
C English Nature has undertaken several initiatives to increase the number of red squirrels in England.
This is an incorrect answer as it does not weaken or impact on the argument contained within the passage.
Tests
Research in the USA has found that squirrel mutations peak and decrease after 100 years.
- e European Conve
This is the correct answer as the passage, apart from providing certain figures in relation to the population of grey, red and black squirrels, also states that the black squirrel population is increasing considerably due in part to its aggressive behaviour. This answer suggests that as the black squirrel is a mutation of the grey squirrel its population will peak within the next few years and then decrease. This is contrary to the thrust of the passage of an increasing black squirrel population.
E The Woodland Trust disputes the published figures.
--e Convention was an incorrect answe =.. tion for the Protecti -.=,--'on... '.
- ..5
ar breaches huma
This is an incorrect answer as it does not weaken or impact on the argument contained within the passage.
- - the correct answer - d be made as an --:= in the wake of the - rt this general cl .
: ations of human (
lIII."le question
~ to have lost a lot zut down on his alcoh :-ew diet.
o
E
-=-- an urgent
-:
email to
=-
This is an incorrect answer as it is directly stated in the passage that the Convention has been/adopted by the majority of countries throughout Europe'.
B The Convention was implemented over half a century ago.
This is an incorrect answer as it is directly stated in the passage that/In 1953 the European Convention for the Protection of Human Rights and Fundamental Freedoms gave full legal protection ...
1.
This is the correct answer as it cannot be inferred from the information in the passage. It could be made as an assertion generally given the reference to some of the breaches made in the wake of the Second World War, but there is no evidence in the passage to support this general claim.
1
This is an incorrect answer as it is directly stated in the passage that,'However, few practical remedies are available even where an applicant is successful',
E Freedom is a democratic right.
This is an incorrect answer as it is directly stated in the passage/fundamental freedoms necessary in democratic societies'.
rights and
6. Matching argument
Example question
Peter seems to have lost a lot of weight over the last 3 months. He must have found a good diet or cut down on his alcohol consumption. I know he is still a heavy drinker so it must be his new diet.
Nhich one of the following most closely parallels the reasoning used in the above argument? A Anyone who smokes cigarettes must be unhealthy. Lillian smokes at least 20 cigarettes a day so she must be pretty unfit. B I sent an urgent email to a colleague at another branch but she has not responded. I know she's been working in Holland so she must still be away. She always responds promptly to emails. C Giving up smoking is very difficult when you first stop but after 2 months the craving for nicotine eases. Brian stopped smoking 6 weeks ago so the craving for nicotine is getting less and less.
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Tests
Laura wants to keep slim and healthy and knows she must be careful what she eats and drinks. Because she wants to keep slim and healthy she eats carefully and does not drink alcohol. Kul runs 5 kilometres every weekday and 10 kilometres on Saturday mornings. People who regularly exercise should be fit and healthy. Kul should be fit and healthy.
-=-nis is an incorrect an~ to do Y,i.e. if Laura zr d drink no alcohol)_ E Kul runs 5 kilorr-e: People who requ = and healthy.
7.
Applying p .
ample question
:-- ple who participate ~ c::nbing know the pos surance to indemnify -' - iemnity can be used ~ tain rescue teams ~= retrieval of the costs. - ch one of the follo ==5sage?
People Who have ac:
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This is an incorrect answer as the passage has a different structure. All people who do X are Y,i.e. Lillian does X (smokes cigarettes) and therefore Lillian isY (unhealthy). B
I sent an urgent email to a colleague at another branch but she has not
responded. I know she's been working in Holland so she must still be away. She always responds promptly to emails. This is the correct answer as the passage has the same structure. Two statements that are repeated in a slightly different way in the passage are:' my colleague must be away', represented by X, and'she always responds promptly to email', represented byY. Either X is true orYis true.Y cannot be true, so X must be true. C Giving up smoking is very difficult when you first stop but after 2 months the craving for nicotine eases. Brian stopped smoking 6 weeks ago so the craving for nicotine is getting less and less.
-lealth treatment, at addiction, should: ~eople who do not pc state subsidies. ~rivate medical insu equitable health serv ~oad tax and insura ~otorised vehicles.
This is an incorrect answer as the passage has a different structure. Most people who do X succeed in Y,i.e. Brian has done X (stopped smoking for 6 weeks) and will succeed in Y (craving for nicotine is getting less and less). D Laura wants to keep slim and healthy and knows she must be careful what she eats and drinks. Because she wants to keep slim and healthy she eats carefully and does not drink alcohol.
pie question: an
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This is an incorrect answer as the passage has a different structure. If Laura wants X, she has to do Y,i.e. if Laura wants X (to keep slim and healthy), she has to do Y (eat carefully and drink no alcohol).
E Kul runs 5 kilometres every weekday and 10 kilometres on Saturday mornings. People who regularly exercise should usually be fit and healthy. Kul should be fit and healthy.
This is an incorrect answer as the passage has a different structure. People who do X are usuallyY, i.e. Kul does X (regular exercise) and so he should be Y (fit and healthy).
7. Applying principles
Example question
People who participate in high risk sporting activities such as mountaineering or rock climbing know the possible consequences of their sport and should be required to have insurance to indemnify them against the costs incurred when an accident occurs. This indemnity can be used to cover the considerable cost to the emergency services, such as mountain rescue teams and RAF rescue helicopters. Those not insured should be sued for the retrieval of the costs.
Which one of the following best illustrates the principle underlying the argument in the passage? A People who have accidents in speedboats should be asked to make a voluntary contribution [RNLI). B where they use the services of the Royal National Lifeboat Institute
Health treatment, whether arising from everyday life activities or from some form of addiction, should be provided without cost to any individual.
People who do not pay income tax or national insurance should not benefit from state subsidies.
o
E
Private medical insurance is the antithesis of the NHS, undermining equitable health service for the benefit of all.
a fair and
Road tax and insurance should equally apply to cyclists as it does to drivers of motorised vehicles.
The conclusion from the above passage is that people who participate in high risk sporting activities should have insurance to indemnify them in relation to any costs incurred when use is made of emergency services. This reasoning relies on the principle that if you take part in high risk activities you should pay for the services required in an emergency. The highlighted statement and rationale is correct.
A People who have accidents in speedboats should be asked to make a voluntary contribution where they use the services of the Royal National Lifeboat Institute [RNLI).
This is an incorrect answer as it does not suggest that people in speedboats have insurance indemnity to cover the costs incurred by the RNLI.
B Health treatment, whether arising from everyday life activities or from some form of addiction, should be provided without cost to any individual.
This is an incorrect answer as it does not apply to the principle of the main passage but recommends health treatment is free irrespective of a person's lifestyle.
C People who do not pay income tax or national insurance should not benefit from state subsidies.
This is an incorrect answer as it does not apply to the principle of the main passage but recommends no state benefits for those who do not contribute tax or national insurance.
Private medical insurance is the antithesis of the NHS, undermining equitable health service for the benefit of all.
a fair and
This is an incorrect answer as it does not apply to the principle of the main passage but suggests that private medical insurance is basically inequitable.
E Road tax and insurance should equally apply to cyclists as it does to drivers of motorised vehicles.
This is the correct answer as it applies the principle to cyclists as it does to those taking part in high risk sporting activities, i.e. insurance indemnity in the event of accidents.
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. e Oxbridge Admissions
Tests
that you can use for making notes before writing the essay. More information task can be found on the Oxford website. Each of the three essay questions are followed by two or three statements in the essay. statements
about this
relating directly
Here are two examples of the type of question and additional might be presented: 1.
What are the arguments for and against the introduction of proportional representation in general elections? Write a unified essay to address this question, in which you consider the following: Who would gain and who would lose by proportional representation?
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Would minor parties have an inequitable say in the government of the country? Why are governments elected by proportional 2. representation seen as ineffective? agreements on the In your anxie:::temptation What is your response to the view that the international emission of greenhouse gases are ineffective? Write a unified essay to address this question. in which you consider the following: What are the competing issues of the world's superpowers greenhouse gas emissions? Who will be the losers if the international agreements are effective? in relation to controlling sometimes anz. the being asked. -=:-:- ==
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It sounds obvi to do. It has there and so . Let's look at being asked: 1. ~
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structured approach
that each of the following stages is considered separately before you
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the
It is important
attempt writing the essay: Identify what is being asked in each of the questions Identify the question that you would be best able to answer Brainstorm the issues and arguments Plan the structure Write the essay Revision relevant to the question
Cha
You may be one of those people in the top few per cent of the population who can just write a well-reasoned essay without any preparation or planning. If you are not then time spent on the first four stages will be time well spent before you start actually writing the essay. Give yourself up to 5 MINUTES for these four stages, probably a couple of minutes for the first two stages and 3 minutes for the next stages. Control your natural urge to skip these stages to ensure you properly plan and prepare - as the old saying goes,' failing to plan is planning to fail!'
representation.
judgements
and recommendations.
reasons and conclusions are provided under the heading 'Writing the essay'. 'for and against' is asking for the pros and cons of the introduction of proportional representation ... This is not asking you for your own ideas and thoughts on the issue and you need to keep focused on what is being asked.
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Tests
specific and your arguments must retain a focus on these. 2. What is your response to the view that the international emission of greenhouse gases are ineffective? This question can be broken down into five constituent parts, though the last two parts might preferably be combined, i.e. 'What is your response/to agreements on the
international agreements/on
'What is your response' is asking for your reaction to the question posed. It invites
you to present both evidence, principles, assumptions and logical inferences, as well as your own thoughts on the issue.
'to the view' is suggesting that there are apparently opposing views to the one given
and they should be raised and considered in the essay. Brainstorming is ~~-. experience and ..irrelevant ideas a.-'---_=--- . for the essay strucz
is quite specific and in answering this question a certain amount of knowledge in this area.
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question you would need to demonstrate a certain amount of knowledge of the causes and impact of the emission of greenhouse gases.
not be the case. It would probably take less than a minute to identify and note down the parts of any particular question to make sure your essay will directly answer the chosen question. There may be more than one question that you feel able to answer but you need to consider which one would allow you best to demonstrate examiners are looking for a 'well-reasoned' Some questions may lend themselves essay. approach, examining the for The first mnemom; though also used: -v- -_ Weaknesses, Other questions may require a more analytical or critical approach, requiring you to show you can identify more difficult abstract concepts, for example, in relation to the 'sample essays' above, the question, 'What is your response to the view that the international agreements We will use this
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Children are often ::=::~. 'Richard of York G. =: Students would I'.-~-~'L based examinatio:-..::: However, there are :which you can place
to a more 'argumentative'
various pros and cons of the issue(s) raised and forming some kind of conclusions,
example, in relation to the' sample essays' above, the question, 'What are the arguments for
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on the emission of greenhouse gases are ineffective?' Both types of questions will obviously
influence the way in which your essay is structured and some type of structure should
already be forming in your mind, even subconsciously, before you move onto the next stage.
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Passing the Oxbridge Admissions Tests Ideas are organic _ throughout arguments your you :-0;':-;
Strengths: Weaknesses:
May encourage
Focus on the needs of the electorate Policies represent Greater democracy More say in government Liberal Democrats manifesto of minority groups
Threats:
PESTEL analysis - Political, Economic, Social, Technical, Environmental We will use this mnemonic
in examining the example essay question, 'What is your response to the view that the international agreements on the emission of greenhouse gases are ineffective?' Political: Kyoto Agreement USA not signatory Welfare Electability Economic: Cost benefit Developing Employment Demography Social: Health Employment Leisure Transport Technical: Environmental: Other energy sources Ozone depletion in stratosphere Greenhouse Transport Legal: Treaties Compensation Enforcement/sanctions gases in the troposphere countries (international)
The middle is: Tell them the a:-E include the SUD5::=::::::'::
Ideas are organic in that they grow and develop over time. Consequently, at stages throughout your writing other ideas will come to you that have not been included in the structure. You may consider that some of these ideas are sufficiently important to issues or arguments you have raised that it is essential they are included. When you think of them note them on one of the blank pages provided so that you don't forget them. These additional ideas can often be inserted within the final section of the essay where you are providing a summary or synthesis of the issues or arguments.
The end is: tell them what you've told them. In this part you can summarise or synthesise your arguments or analysis, that is,'What is your response to the view that the international agreements on the emission of greenhouse gases are ineffective?'
A final word - there is no doubt that examiners should be more concerned with the content of the essay and not the format, grammar, punctuation and spelling. This may be true but an essay that is pleasing on the eye and easier to read and understand must affect the examiner's approach, even subconsciously. After all they are only human!
Analysis
To analyse something we break it down into its constituent approaches parts to see what it actually such as identifying what is means. It might be examining ideas or looking for arguments similar or different between identifying unstated assumptions in an article or book.
Evaluation
When we evaluate something interpretations, we are seeking to establish whether something is credible. This section __ graduate cours and you are -college for detz This could be judging an author's credibility, comparing the pros and cons of alternative
Inference
This is concerned with the skills of deduction information include identifying the implications and conclusion. It is the ability to consider conclusions. This might in whatever format and draw from it reasonable
of advocating a particular position on a subject, or eves a particular problem. Full details index.html. _
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Explanation
Explanation is really self-explanatory! It is the ability to be able to explain the results of one's reasoning. For example, providing the evidence that might have led you to accept
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Self-regulation
This is about consciously monitoring what you are doing. For the purposes Really a checking mechanism to be aware of what you are actually writing. You must remain questioning and personal opinions and assumptions. interpretation or judgement to be sure it is focused on what is required. to be the six cognitive components of critical thinking. A wa. -:: by considerrr _ The UKCAT is 2:Verbal Reasca and arrive a- ~ thinking skil'e
to reconsider you;
of solicitors and barristers in s>ur courts. They use reasons to try and by the other party and analyse their arguments. They interpret
convince a judge or jury of a person's guilt or innocence. They evaluate the significance -: the evidence presented and give explanation regulating and beliefs. Critical thinking is not confined to the cloisters of education but can be characterised how a person approaches reading comprehension. in reading comprehension. life and living in general. It is something Improvements research has shown that there is a significant correlation between ] evidence for their client's benefit, make inferences which mayor may not be substantiate to events or issues. It can be assumed that they are also selfin relation to the protocol required by the court and their own personal bias -
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