How Can Students Sitting the Test on Different Days Be Assessed Fairly?
― The Role of Equating and Standardisation in Large-Scale Exams
May 06 2025
One common concern among parents is how students who sit different versions of a test—sometimes even on different days—can be compared fairly. This question has gained particular attention since the NSW Opportunity Class (OC) and Selective High School Placement Tests moved to a computer-based format.
This article outlines how test-score adjustment (equating) and standardisation are applied in large-scale assessments worldwide.
Please note that the NSW Department of Education (DoE) has not publicly released the exact methods used in the OC or Selective exams. The explanations that follow therefore describe generally accepted practices, along with their strengths and limitations.
If you skim the opening and it still feels confusing, please don’t worry—this piece is meant as light, background reading, not a technical manual.
1. Why Use Multiple Test Versions?
In very large cohorts it is rarely practical—nor secure—for every candidate to sit precisely the same paper at the same time. Computer-based delivery therefore often employs multiple versions spread across several sittings. The main reasons are:
Stronger security – reduces the risk of item exposure and allows for legitimate re-sits.
Operational flexibility – schools and centres can book sessions that suit local timetables.
Fairness – score-adjustment methods allow results from different versions to be compared on the same scale.
2. What Are Equating and Standardisation?
◼️ EQUATING (TEST-SCORE ADJUSTMENT)
Purpose – to neutralise difficulty differences between versions.
Process – each test form (e.g. Form A and Form B) contains anchor items that appear in both forms.
Suppose candidates average 80 % correct on the anchors in Form A but 70 % in Form B. Form B is deemed harder. Consequently, a candidate with 27 correct in Form B may be equated to a candidate with 30 correct in Form A.
Example
● Mohan (Form A): 30 raw correct answers. ● Wang (Form B): 28 raw correct. ● After equating, Wang’s 28 equates to 30 on the Form A scale, as Form B was harder.
▶ Simple Explanation
Mohan’s version of the test (Form A) turns out to be a bit easier. He answers 30 questions correctly.
Wang’s version (Form B) is trickier, so even though he works hard he manages 28 correct answers.
Think of it like basketball hoops: Mohan is shooting at a hoop 2 metres high, while Wang has to aim for one 2.5 metres off the ground. Because Wang’s hoop is higher, the umpire decides he deserves a little bonus for every shot he sinks. After the adjustment, Wang’s raw score of 28 is lifted by 2 bonus points, making his equated score 30—now both friends are level. That whole balancing act is what exam experts call equating.
◼️ STANDARDISATION
Purpose – to place the adjusted scores on a common reporting scale so candidates can see where they stand within the whole cohort.
Process – the equated scores are fitted to a standard-score distribution with a mean of 60 and a standard deviation of 12. These standard scores are then converted to a 0–100 reporting scale for publication.
Continuing the Example
● Both Mohan and Wang now have an equated mark of 30. ● If the overall mean is 28 and the standard deviation is 4: ● Standard score = 60 + ((30 – 28) ⁄ 4) × 12 = 66. ● That standard score might then be mapped to a public score of 82 / 100.
▶ Simple Explanation
Next, the exam team wants to show where Mohan and Wang sit among all the students who took the test. To do that, they convert everyone’s equated scores to a common scale with an average (mean) of 60 and a spread (standard deviation) of 12. It’s a bit like turning centimetres into star points so the numbers are easy to read at a glance.
Suppose the overall mean for the cohort is 28 and the standard deviation is 4. Because Mohan and Wang have equated marks of 30, which is two points above the mean, they each receive a standard score:
Standard score = 60 + (30 – 28) ÷ 4 × 12 = 66
To make reports even clearer, that standard score of 66 is finally re-labelled on a 0–100 scale, ending up at about 82/100.
That’s all equating and standardisation really do—one adds the right bonus, the other uses a common measuring stick—so no matter which day you sat the test, your result means the same thing.
3. Where Is This Method Used?
Equating and standardisation are routine features of many international tests, including:
SAT (USA university entrance) – each sitting has a different form; equating ensures, for example, that 540 means the same whichever month it is earned.
ACT (USA college readiness) – anchor items and psychometric modelling equate multiple forms.
NAPLAN Online (Australia) – an adaptive design selects questions dynamically; scores are subsequently adjusted so all test pathways share a common scale.
4. Advantages
Comparable scores – candidates are judged on the same metric even if they answered different questions.
Flexible scheduling – tests can run over multiple days and still remain comparable.
Better security – limits the impact of leaked content or pre-knowledge of questions.
5. Limitations
Standard error of measurement – every mark carries ±2–3 points of statistical noise.
Fine-cut selection pressure – in rank-order systems with fixed places even small equating variations can influence outcomes near the cut-off.
Higher complexity and cost – designing, trialling and analysing multiple forms demands more psychometric expertise and resources.
6. Take – Home Message
Equating and standardisation are internationally accepted tools for keeping large-scale testing as practicable when multiple versions are used. They do not remove all uncertainty, but they greatly reduce any systematic advantage tied to sitting a particular form.
Because NSW DoE has not disclosed its precise scoring model, the information here is descriptive, not prescriptive. When you interpret any score, remember that all testing carries a margin of error, and the bigger picture of a student’s learning journey matters more than a single number.
🔸 Disclaimer
This article offers a brief, general overview of equating and standardisation. The actual procedures used by NSW DoE (or any other agency) may differ. For authoritative advice, consult official sources or a qualified measurement specialist. The author accepts no legal responsibility for actions taken solely on the basis of this information.
While students must be feeling nervous, it is often the parents who carry an even heavier burden in their hearts. The desire to provide even slightly better opportunities for your child, and the deep love that drives you to do your best for them, makes this time feel especially heavy and sensitive.
Yet, our children do not always move exactly according to our hopes. Perhaps that is simply part of the natural process of growing up.
This message is shared with the hope that you can read it with a light heart. For now, the most important thing is for your child to perform well in the exam. School choices can be adjusted after the exam is over.
There is no need to burden your heart with excessive worries right now. It will never be too late to calmly reconsider school selections after the exam is completed.
These ideas are, in fact, simply common sense. When it is someone else’s situation, it seems clear and rational. However, when it becomes our own situation, it is natural for emotions to cloud our judgement.
Especially nowadays, with the rapid development of social media, it is easy to encounter countless personal experiences being generalised hastily. Reading such case-by-case stories can easily shake our confidence.
But remember — Feeling anxious or uncertain is a natural human response. It does not mean you are wrong or weak. It simply means you care deeply.
Now, more than anything else, the greatest gift you can give your child is your calm support and warm encouragement, so they can approach the exam with peace of mind and do their best.
1. Background: Why Prediction is Difficult
Analysis of TTC data shows that
while some students consistently maintain their ranking regardless of difficulty,
others experience significant fluctuations depending on the exam.
Therefore, the reliability of predictions is:
Higher for students whose performance remains consistent,
Lower for students whose performance is unstable.
Exam results can vary due to many external factors.
This is similar to sports or musical competitions.
For example, the FIFA-ranked No. 1 team does not always win the World Cup.
2. Structure of the Selective High School Test
System Structure • The Selective High School Test offers places strictly based on ranking within a set number of available spots. • It is not about absolute scores but relative performance. • Even if a student scores 99, if more than ten students score 100 for ten available places, the student may not receive an offer.
Why was this system created? • The Selective High School system was developed by the NSW Department of Education. • As public schools, Selective High Schools cannot leave places unfilled, unlike private or catchment-based local schools. • Therefore, to ensure that all places are filled, the system operates through: – Three stages of selection (Initial Offer → Reserve → Late Offer), – Reserve lists, and – Selective Transfers for Years 7–10 to fill mid-year vacancies.
• The selection and placement process is detailed and systematic because all available spots must be filled each year.
3. How School Preference order is commonly determined in the market
Two main criteria are widely used:
1. Cut-off Score System • Schools are selected based on past published cut-off scores. • However, these cut-off scores represent the last reserve offer and may not perfectly reflect the actual minimum admission level.
2. Sydney Morning Herald (SMH) HSC Rankings • Schools are ranked based on HSC performance results published by SMH. • While useful as a general reference, these rankings are not a perfect indicator of a school’s overall quality and are influenced by our natural trust in numbers.
Why is school preference determined this way?
• Most parents and students tend to apply to higher-ranking schools as their first preference. • Reflecting market trends, using cut-off scores and HSC rankings provides a more realistic approach to setting school choices.
4. Prediction Models and Their Limitations
Model A: TTC Score Compared with Cut-off • Individual TTC scores are compared to past cut-off scores to predict likely outcomes. • When the sample size is small, it is difficult to use group averages or rankings, so simple direct comparisons are typically used. • It is quick and intuitive but does not fully account for variations in exam difficulty or year-to-year changes.
Model B: TTC Score Plus Ranking Percentage • This method considers both the individual score and the student’s percentile rank within the group. • It is more reliable when the sample size is large, but less effective with smaller groups.
Model C: Hybrid Model • A balanced approach that considers both scores and ranking. • To reduce prediction errors, rather than suggesting only one school, a range of possible schools is recommended. • This allows students and parents to build more flexible and realistic strategies.
5. Additional Factors Complicating Prediction
Equity Model Implementation The Department of Education has not disclosed the detailed standards for applying the Equity Model, making predictions difficult.
Reserve System Final offers can change based on parental decisions and movement between schools.
Changes from 2025 The exam has shifted to a new structure spread over three days, making outcomes even harder to predict.
6. Conclusion
Students with consistent performance can be predicted with a relatively high degree of reliability based on past data.
For students with variable performance, discrepancies between predicted and actual outcomes are more common.
School selection is not a matter of perfect prediction but of making the best decision based on available information and trends.
Right now, the most important thing is not perfect planning, but supporting your child so they can do their best on exam day with confidence and calmness.
Important: Download and print your Test Admission Ticket from theapplication dashboard.
Your child must bring the printed test admission ticket to the test centre and show it to the invigilator.Digital copies on phones or devices will not be accepted.
Students must wear their school uniform (sports uniform with the school emblem is fine. Let your child choose their preferred uniform (formal or sports). Pack a hat for breaks outdoors and a jacket if the weather is cool.
What to Bring
● Two 2B pencils ● Eraser ● Pencil sharpener ● Printed Test Admission Ticket ● Clear water bottle
If Applicable, Also Bring:
● Approved adjustments for disability (e.g., FM transmitters) ● EpiPen, asthma inhalers, diabetes medication, or other necessary medications ● Glasses ● Tissues ● A clear plastic bag for stationery (no pencil cases allowed) ● A quiet wristwatch (no noise, calculators, computing, internet connection, messaging, or malpractice features)
What NOT to Bring:
● Pens ● Rulers ● Calculators ● Note paper ● Dictionaries or other books ● Smartwatches, phones, or other devices that compute, photograph, communicate, or make noise ● Pencil cases
Frequently Asked Questions:
Frequently Asked Questions
What You Need to Know
Do we need exactly two pencils?
Two is just the minimum recommendation, so you won’t run out. Feel free to pack three or more pencils, just in case.
Do all stationery items have to be in a clear plastic bag?
Yes, all stationery items must be in a clear plastic (ziplock) bag. Following this rule avoids potential issues on test day. Pencil cases are not allowed to be brought.
Can they bring an insulated water bottle?
No. Use a small, clear water bottle (like those from major supermarkets), remove the label, and write your child’s name on it.
What if my child is sick and unable to attend the test day?
Obtain a doctor’s certificate and submit it through the application dashboard by the specified cut-off date (for a make-up test on 19th May). For more information, see Illness or misadventure
What is the duration of the test?
OC Exam timetable 8:00 am Students arrive 8:30 am Reading Test (30 minutes) 9:00 am Short break (students remain seated or use the bathroom) 9:10 am Mathematical Reasoning Test (40 minutes) 9:55 am Short break (students remain seated or use the bathroom) 10:05 am Thinking Skills Test (30 minutes) 10:40 am End of Thinking Skills Test 10:55 am Parent pick-up time
Selective Exam Timetable 12:00 pm Students arrive 12:30 pm Reading Test (40 minutes) 1:10 pm Short break (students remain seated or use bathroom) 1:20 pm Mathematical Reasoning Test (40 minutes) 2:10 pm Longer Break (students can leave the room or use bathroom) 2:40 pm Thinking Skills Test (40 minutes) 3:25 pm Short break (students remain seated or use bathroom) 3:35 pm Writing Test (30 minutes) 4:10 pm End of the Writing Test 4:20 pm Parent pick-up time
Are snacks allowed?
Yes, for the selective school test, students may bring a substantial snack to eat during the longer break between tests. However, for the OC test, snacks are not permitted as the breaks are shorter.
Is a wristwatch necessary?
A wristwatch is not essential, as the test screen will display the time. However, you may provide a quiet one, ensuring it does not produce noise or include features such as calculators, computing capabilities, internet access, messaging, or any other functions that could lead to malpractice.
Is there an online practice test available?
Yes, new online practice tests are now accessible. Encourage your child to familiarize themselves with the test sections by visiting the relevant test page provided below.
No, a Windows laptop with a trackpad and a separate mouse will be provided by the department for each student. Students are not permitted to bring their own computer equipment.
Do students need to submit their answers for each test?
No, students’ answers are automatically saved and submitted when the time for each test component ends. There is no ‘submit’ or ‘finish’ button.
Can students track their word count for the Selective Writing test?
No, the test software does not include a word count functionality for the Writing test.
Are working-out papers provided?
Yes, each student will receive two A3 sheets of paper for working out at the beginning of the test.
How many students applied for the 2025 test?*
Selective School Exam: 17,559 students applied for one of 4,248 places (excluding Aurora College). OC Exam: 13,110 students applied for one of 1,840 places (excluding Aurora College).
What if something goes wrong during the test?
Ensure your child knows they should not hesitate to raise their hand if they face any issues, such as a problem with computer hardware or software. There’s no need to panic—help will be provided once they signal for assistance.
Dear Parents and Carers,
Greetings to you all. We would like to express our sincere gratitude for the constant support you give your children in their studies. The ASAT results have now been released. ASAT is a practice exam designed to replicate the conditions of the OC and Selective High School Placement Tests, giving students invaluable, hands-on experience before the real event. Thanks to your strong support, our cohort is large and the data are meaningful; however, we wish to emphasise that ASAT scores are reference data only and should never be regarded as definitive. We are aware of recent discussions such as “Which organisation’s predictions are more accurate?” or “Does ASAT truly align with the real test results?”
This year’s exams involve numerous variables: three separate test days, first-ever computer-based testing (CBT), and complex interactions between student scores, school choices, and allocation procedures. Given these factors, any forecast may fit some students yet cannot be a perfect match for everyone. At Pre-Uni New College, we openly acknowledge these limitations. ASAT is provided as a learning experience to guide students and families; it is not a fortune-telling tool for school placement. We ask for your understanding that its purpose is to build exam readiness and offer broad guidance, not to predict placements with absolute certainty.
Regardless of your child’s ASAT outcome, what matters most is that they enter the real tests in the best possible condition, minimise errors, and perform to their full ability. While practice questions play an important role, the greatest support comes from your warm encouragement and the confidence you instil in them. Considering the pressure young students already face, parental reassurance is more vital than ever.
The 2025 cohort will be the first to sit the exams in CBT format. For many children, an unfamiliar computer interface and travelling long distances to test centres can heighten anxiety. Both the Selective High School and Opportunity Class tests are, by nature, competitive selection processes, so not every student will achieve his or her preferred outcome. Nevertheless, we believe that the preparation journey itself will provide valuable skills that benefit students well beyond these exams.
Having overseen ASAT in CBT form ourselves, we understand just how challenging it is to manage every possible variable. To those who have never run such a test, it may appear straightforward, but in reality it is far from simple. For that reason, we earnestly hope that no unexpected technical issues arise in the NSW OC or Selective exams, so that all students can be assessed fairly and without external disruption. We trust the DoE NSW will do everything possible to ensure a smooth testing experience.
With only one week remaining, please remind your children: “Don’t worry, you can do it—remember that we love you, believe in you, and are always here with a big hug.”
Encourage plenty of rest and healthy routines so they arrive at the exam room calm and confident. Our shared goal is to help every student demonstrate their abilities in a safe, equitable environment. Thank you once again for your steadfast support and encouragement. We wish your children every success and a bright future ahead.
Only one question is visible at a time (except in the final extract task).
You can flag questions to revisit later.
You cannot scroll to preview all questions like in paper exams.
The text is on the left, and questions appear one-by-one on the right.
Timing and strategy are more important than ever.
How CBT Differs from Paper-Based Testing
Feature
Paper-Based Test
Computer-Based Test (CBT)
Questions visible at once
All questions viewable at once
Only one question at a time (mostly)
Skipping between questions
Easy to flip through pages
Use “flag” and navigation menu
Highlighting text
Can underline or annotate
No physical highlighting
Changing answers
Use pencil eraser or mark new choice
Click to change instantly
Time awareness
Visual overview of all progress
Need to manage time per screen carefully
General CBT Tips
Start with the highest-weighted section – “Choose the Extract”
Use the flag function to mark difficult questions
Don’t leave questions blank (except for Gaped Text — see note below)
Click to change answers easily
Time is not equally split – poems and dual fiction need more time
Stay calm – work with the interface, not against it
Reading Test Structure Overview
The Reading test includes 4 parts (in any order):
Part 1: Comprehension or Comparison Task
(8 Questions)
You’ll either get: A single fiction passage with comprehension questions OR two short fiction extracts to compare
Question Types:
-Implied meaning -Word meaning in context -Stylistic/language features (e.g. imagery, metaphor) -Text structure & organisation -Opinions, tone, and perspective -Author’s purpose -Comparison of texts and techniques
Strategy
-Read both extracts carefully first -Focus on: Main ideas in each Style (formal/informal) Perspective (first/third person) Mood/tone -Predict your own answer before checking options -Eliminate wrong options with evidence
Time Tip
~10 minutes
Part 2 Poem Interpretation
(6 Questions)
A single poem with 6 MCQs
Question Focus
-Imagery and metaphor -Implicit meaning -Structure and rhythm -Poet’s intent
Strategy
-Read slowly and purposefully — this section is not for skimming -Identify: Mood -Symbols or figurative language -How the form supports the message -Think deeply — like a gold miner digging beneath the surface
Time Tip
~11 minutes
Part 3 Gaped Text or Summary Match (6 Questions)
You’ll get either: Gap Match: Drag the correct phrase into each gap (1 extra option), or Summary Match: Match 6 summary phrases to 6 factual paragraphs (1 extra phrase)
Question Focus
-Understanding structure and logical flow -Main idea of each paragraph -Logical transitions and coherence
Strategy
-Read entire text first -Identify intro, body, and conclusion -Start with easier gaps (often intro or conclusion) -Predict what belongs before checking options -Only guess if time is running out — incorrect guesses can affect other gaps
Time Tip
~9 minutes Analogy: Like solving a puzzle — place the corner pieces first
Part 4 Choose the Extract
(10 Questions)
4 short extracts with different styles and purposes but shared theme.
E.g. a blog, news article, review, and personal narrative about “water” or “dreams”
Question Focus
-Implied meaning -Author’s opinion or tone -Purpose, structure, and style -Matching specific ideas to the correct source
Strategy
-Skim all 4 extracts FIRST -Identify the key idea of each (mentally summarise) -Then go through the questions from top to bottom -Match the most obvious details directly -Avoid overthinking
Time Tip
~10 minutes Analogy: Like choosing from a fast-food menu — quick, instinctive choices
Final Strategy Recap
Section
Questions
Time (approx.)
Key Skill
Choose the Extract
10
10 minutes
Fast scanning, matching
Gaped Text
6
9 minutes
Structure, logic
Poem
6
11 minutes
Inference, metaphor, tone
Dual Short Stories
8
10 minutes
Comparison, perspective
Each examiner’s score adds up to 25 (15 + 10). Since there are two examiners, the total comes to 50.
Final Reminders for CBT Success
Be strategic: work smarter, not just harder
Predict answers BEFORE looking at options
Don’t panic if the interface feels different — practice builds confidence
Make the most of flag and review functions
Aim for consistent practice under timed conditions
A deliberate style/voice and well-chosen range of vocabulary.
Appropriate formality (depending on audience).
2. Sentences, Punctuation, and Spelling
Maximum of 10 marks from each examiner.
Focus on:
Variety in sentence length and structure (simple, compound, complex).
Correct punctuation (capital letters, full stops, commas, quotation marks, etc.).
Accurate spelling (especially commonly used words, but also any advanced vocabulary you include).
Each examiner’s score adds up to 25 (15 + 10). Since there are two examiners, the total comes to 50.
4. Strategy for Success 📌
Step
Key Actions
Details
1. Interpret the Prompt Carefully
Identify the text type
e.g., diary entry, formal letter
Determine the purpose & audience
e.g., to advise, to inform, or to entertain
2. Plan Briefly (1–2 minutes)
Jot down main ideas or a quick outline
Decide key points, examples, or illustrations
Determine the order of presentation
Ensure logical flow of ideas
3. Organise Your Writing
Use paragraphs to separate main ideas
e.g., introduction, development, conclusion
Employ cohesive devices
e.g., “However,” “Furthermore,” “On the other hand…”
4. Pay Attention to Style & Vocabulary
Use a tone appropriate for the audience
Formal for reports, friendly for personal letters
Showcase varied vocabulary
Avoid repeating the same words too often
Select words carefully to fit the task
e.g., descriptive adjectives for a story, concise phrasing for a report
5. Sentence Structure & Technical Accuracy
Vary your sentence types
Short for emphasis, longer to develop complex ideas
Check punctuation
Can clarify meaning and demonstrate sophistication
Aim for correct spelling
Simple errors are easily avoidable with a quick proofread
6. Time for Proofreading
Save 1–2 minutes at the end
Reread your work
Look for typos, missing punctuation, or unclear sentences
Ensure clarity and accuracy
5. Putting It All Together ⌛
30 minutes is not very long, so efficiency is crucial.
Clarity + Creativity: Show that you can present interesting ideas while keeping your writing logically structured.
Accuracy: Demonstrate good grammar, punctuation, and spelling under time pressure.
Focusing on both content (engaging, well-structured ideas) and technical accuracy (grammar, spelling, punctuation) helps students address each section of the marking criteria effectively.
✅ Special Insights for Parents
We know this can be a tense time for you and your children. Here are a few bonus ideas to keep them motivated and engaged:
1. Make Writing Fun
Try micro-challenges—prompt your child to write a quick 3-minute story about something zany or exciting (like a pet kangaroo on the loose!). It keeps their imagination sharp under time pressure.
At dinner, pose a Table Topic: “What would you do if you discovered a secret portal at school?” Let them practise storytelling in a relaxed setting.
2. Motivate with Real-Life Rewards
Celebrate little wins: a favourite snack or a fun family activity after a writing practice.
Keep a progress tracker—each completed practice session or refined draft earns a sticker, building a sense of accomplishment.
3. Encourage Confidence and Positivity
Use a growth mindset approach: praise efforts and progress, not just final results.
Give feedback by highlighting one strong point first (great character idea, excellent vocabulary choice) before offering suggestions.
4. Balanced Brain Breaks
Short bursts of movement—a quick walk or stretch—can energise the brain between writing tasks.
Mindful minutes: a brief breathing exercise or relaxation app can calm nerves and boost focus.
5. Team Up with Your Child
Try role-reversal: let them “teach” you how to write a diary entry or a news article, reinforcing their own understanding.
Offer friendly feedback: read their paragraphs together, ask questions, and show genuine interest.
🚩 Final Tips
☑ Practise different text types—diary entries, letters, reports, advice sheets—to feel at ease with any format.
☑ Read widely to explore diverse vocabulary and sentence patterns.
☑ Write under timed conditions to build speed and confidence.
As test day approaches, remember: it’s about creating clear, original, and accurate writing that meets the prompt’s requirements. And above all, keep the experience positive—a supportive attitude can inspire your child to do their very best!
From all of us at Pre-Uni New College, best of luck to everyone gearing up for the Writing Test! If you have questions or would like further guidance, please reach out in the comments below. We’re here to help each student shine!
Mastering the NSW Selective High School Writing Test : Essential Tips for Success
Strategies for Students and Insights for Parents to Boost Motivation and Performance
Mar 21 2025
📜 Dear Pre-Uni New College Community,
Many things in life require immense effort to change. Building wealth, maintaining a good physique, improving athletic ability, and strengthening social relationships all demand continuous effort and dedication.
☑ Achieving financial stability
– It’s not just about earning money but also about managing, saving, and investing wisely.
☑ Building meaningful relationships
– Attracting the right people into your life requires not only appearance but also personality, communication skills, and emotional intelligence.
☑ Gaining social influence
– Simply posting photos online doesn’t automatically grow your following. Consistent content creation and strategic engagement are key.
☑ Securing a great job
– A prestigious degree alone doesn’t guarantee success. Practical skills, networking, interview preparation, and career planning all play vital roles.
☑ Mastering a sport like golf
– Owning expensive equipment won’t improve your performance. Repeated practice and strategic training are essential.
☑ Running a successful business
– A brilliant idea isn’t enough. Capital, marketing, networking, and operational skills must all come together.
Nothing comes easily. Simply placing yourself in the right environment does not guarantee results. Constant effort and
repeated practice are the only way to achieve real progress.
Now, what about intelligence and academic ability?
Many parents believe that enrolling their children in prestigious tutoring centres, top-ranked schools, or
hiring renowned tutors will naturally lead to academic success. However, this belief is flawed.
☑ Attending a famous tuition centre does not automatically improve grades.
☑ A high-performing school does not guarantee success for every student.
☑ Having an exceptional teacher or tutor does not mean learning happens effortlessly.
Why is this the case?
The key to academic improvement is not “who teaches” but “how the student learns.”
No matter how prestigious the school or how skilled the teacher,
if a student lacks effort and the right learning habits, real progress is unlikely.
Studying is like building muscle.
Signing up for a gym and working with a personal trainer won’t make you stronger overnight.
Likewise, simply enrolling in a top tutoring centre won’t automatically improve results.
Growth happens only through practice, repetition, and self-discipline.
For students to develop genuine learning abilities, they need more than just tuition.
They must cultivate:
☑ Independent study habits
☑ A deep understanding of what they learn
☑ The ability to set goals and solve problems on their own
Parents, simply sending your child to a good tutoring centre is not the ultimate solution.
Creating an environment where they can take ownership of their learning is far more important.
And let’s reflect for a moment—
As adults, we work hard to achieve financial stability, maintain relationships, and progress in our careers.
Yet, when it comes to our children, do we sometimes set unrealistic expectations? Do we criticise them for not achieving immediate success,
even when we ourselves understand how difficult progress can be?
A good tutoring centre can guide and support students, but in the end, learning is something they must do for themselves.
Let’s encourage and support them on their journey to growth.
A student conducted an interview with a successful entrepreneur for their graduation thesis. The student asked the entrepreneur what the secret to success was. The entrepreneur pondered the question for a while and then simply replied,
“Just a little bit more.”
“I realised from a young age that the difference between ordinary people and those who achieve great success lies in that one phrase. The top performers always did their part and then ‘just a little bit more.’
Successful people cared for others. They were thoughtful, kind, and went ‘just a little bit more.’ They provided ‘just a little bit more’ so that anyone could trust and rely on them in times of crisis. Let’s take the phrase ‘just a little bit more’ as the life-giving water of our souls.
Diligently pursue your beliefs and make ‘just a little bit more’ effort. Give generously of your time and resources and share ‘just a little bit more.’ Greet people with a smile and treat them ‘just a little bit more’ warmly. Always do your best in everything and put in ‘just a little bit more’ effort.
Be someone who goes that extra mile, makes the world a better place, genuinely cares for those around you, and does ‘just a little bit more.'”
Today, let’s delve deeper into a crucial part of our learning journey: understanding and learning from our mistakes.
1. Mistakes Are Opportunities
At Pre-Uni New College, we firmly believe that every mistake is a stepping stone towards success. It’s natural and essential to make errors during the learning process. It’s through these mistakes that we truly grow and improve.
2. The Power of an Error Notebook
One effective strategy we recommend is keeping an ‘Error Notebook.’ Each time you make a mistake, write it down. But don’t stop there. Dive deep and analyse the reasoning behind the error. Was it due to a lack of understanding? Was it a careless mistake? Was the question misunderstood? Understanding the root cause of the error is just as important as identifying the error itself.
3. Mistakes Are Opportunities
We also advocate for a thorough review of incorrect answers. When you stumble upon an incorrect answer, don’t just make a note of the right one. Take the time to understand why your answer was wrong and why the correct answer is right. This method not only fills gaps in your understanding but also helps to reinforce the correct concept.
Remember, every mistake you make and learn from takes you one step closer to your academic goals.
Embrace these errors as opportunities for growth and keep moving forward. We’re with you every step of the way!
Stay tuned for more tips and insights from Pre-Uni New College.
As we continue our journey towards educational excellence, we wanted to share some valuable tips that we, at Pre-Uni New College, believe can greatly enhance your academic experience.
1. Self-Study is Key
Our curriculum is designed to stimulate independent learning. Remember, attending classes is just one part of the equation. Self-study plays a significant role in truly mastering a subject. It allows you to learn at your own pace and reinforces the knowledge gained in the classroom.
2. Learn from Mistakes
Don’t be afraid of errors. Instead, consider them opportunities for learning. Maintain a notebook to record your incorrect answers. Analyse and understand why the mistake happened. This practice helps to avoid repeating errors in the future.
3. Reflect on Your Progress
Looking back at your academic journey, your successes and struggles, can provide valuable insights. Reflection aids in identifying patterns, understanding personal strengths and weaknesses, and strategizing more effective approaches to learning.
4. Time Management is Crucial
Time is an essential resource in the academic world. Managing it wisely ensures that you’re not rushing through your studies, especially while reading literature. Allocate sufficient time for all your subjects to ensure a deep, comprehensive understanding.
5. Understand the “Why” Behind Incorrect Answers
When recording incorrect answers, focus on the reasoning behind the error. This approach allows you to uncover gaps in your understanding, thereby enabling you to target specific areas for improvement.
At Pre-Uni New College, we’re not just about achieving academic excellence; we aim to cultivate lifelong learners.
Remember, it’s the journey that counts, not just the destination. Keep these tips in mind, stay curious,
and don’t forget to enjoy your learning journey.
We’re here to support you every step of the way! Best of luck with your studies! 🍀
Balancing time between instructional learning and self-study, while learning from mistakes, is crucial for academic success.
Pre-Uni New College provides guidance to navigate this effectively :
● Emphasise Self-Study
Students should aim to dedicate three hours of self-study for every hour spent in class. This deepens understanding, allows for exploration of topics, and offers valuable practice time.
● Assess Your Schedule
If you’re struggling to find enough self-study time, consider reassessing your schedule. Remember, attending multiple academies shouldn’t compromise your self-study hours.
Once a healthy balance between instruction and self-study is established,
focusing on understanding mistakes becomes key:
● The Power of Self-Reflection
Merely noting the correct answer when you make a mistake isn’t enough. It’s crucial to understand why you choose the incorrect answer during the exam. This self-reflection can illuminate knowledge gaps or misconceptions.
● Analyse Your Thought Process
Delve into what led you to the incorrect answer. Identifying patterns or recurring errors in your thinking can lead to substantial improvements in future performance.
● Learn to Choose Correctly
After understanding why you selected an incorrect answer, the next challenge is to learn how to select the correct answer in future situations. What should you be mindful of next time? How should your approach change?
● Record Your Reflections
Make sure to record these reflections in your Error Notebook. This tool enables you to revisit your reflections and understandings in the future, reducing the likelihood of repeating the same mistake.
● Use Errors as a Learning Guide
Errors can be incredibly insightful. If a specific topic or concept repeatedly leads to incorrect answers, it signals the need for additional time and effort in understanding it.
In conclusion, Pre-Uni New College believes in the transformative power of efficient self-study and
reflective learning from mistakes. Keep up the great work, students!
