During my high school years in Singapore, I loved physical education (PE) classes. I wasn’t very academic, and would much rather have picked up a badminton racket than a textbook. So I didn’t have any questions or complaints when we were required to take a standardized PE test every year called the NAPFA (National Physical Fitness Award/Assessment). For those who failed any component, they would have to train every day during recess until the second PE exam a month or so later. They would then continue to retake the exam as many times as needed until they passed.

Now, 20 years later, I’m hearing that obesity rates in China are at an all-time high, and that to combat this trend, the government had considered making local PE exams part of the national gaokao (the notorious national college entrance exams that local students spend their young lives preparing for). I knew that the local public schools had standardized PE tests, but I was curious about the state of physical education in international schools such as the one my own child is enrolled in. Armed with that curiosity, I went ahead and found three volunteers from top international schools in Beijing who were willing to attempt the local PE exam.

Scan the QR code to watch the video and find out if international school students can pass the local PE exam standards!

I would like to point out that a comparison of the local PE exam standards and my own Singaporean NAPFA test renders the latter quite mild. While we were filming the video, the international students were informed mostly of the NAPFA test standards, which is why student Isabella stopped attempting more sit-ups after she had done 14 – because in Singapore, you only needed to do 13 sit-ups to pass when you’re 13 years old. Here’s a small cross-sectional comparison just so you can get a glimpse of the rigorous fitness standards both countries place on their high schoolers.

NAPFA test standards for males in secondary, or high school

Beijing PE exam standards for males from 9 years onwards

Another noteworthy point would be the evolution of these respective tests over the years. The local PE exams have forgone their multiple-component requirements in favor of requiring only the endurance run, and they now offer a range of various sporting events, from basketball to badminton, in which students only have to prove competency in one or two of their choosing, in order to pass. What’s more, in Singapore, the NAPFA test is now only required once every two years, rather than yearly.

What about you? Do you think standardized tests in PE are necessary for our youth?

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Images: Vivienne Tseng-Rush, Unsplash

Why should I pay to take the SAT if universities don’t require it? Why take the SAT if my GPA is already high? Harvard doesn’t require SAT scores anymore, so does that mean it’s no longer important?

As we move into summer vacation, some high school students might take advantage of their free time to prepare for the SAT (Standardised College Admissions test). Rumored to have a strong bearing on college acceptance – as it is a measurement of one’s academic performance in relation to others in the same cohort – students dedicate a massive amount of time and effort to doing well. However, in recent years, the number of universities requiring SAT scores to be included in a student’s transcript has decreased significantly. Likewise, after COVID-19 disrupted the usual means by which students take the test, even more universities have altered their policies, effectively making SAT scores optional.

What do top universities say?

• “The SAT isn’t terribly important.” Christoph Guttentag, Dean of Undergraduate Admissions, Duke University.
• “High test scores are not the primary test factor considered in the application process.” Jared Whittney, Executive Director of Admissions, California Institute of Technology.
• “…the SAT is not very important.” Marilyn McGrath, Director of Undergraduate Admissions, Harvard University.
• “Testing is flawed…testing is biased…” Massachusetts Institute of Technology

Nonetheless…

SAT scores can boost your application’s value, and help administrators identify students who will succeed. Since most transcripts only give an overview of your academic records in the larger context, an internationally recognized standardized test can provide evidence of your achievements outside school expectations. SAT scores allow universities to understand you better in cases where your GPA does not give the full story. Depending on the school community you are involved in, your test performance can set you apart from peers. For example, if you are in an underrepresented school, earning a relatively high score can help administrators identify and recognize you. High SAT scores can also increase your chances of receiving scholarships and other financial aid. Given the benefits, it is still recommended to study and include an SAT score in transcripts to better showcase your abilities. But don’t stress it! Missing an SAT score is an obstacle that can be overcome through other means.

“The SATs and other similar tests, they’re useful to us in terms of understanding a student’s academic preparation”

Christoph Guttentag, dean of undergraduate admissions, Duke University

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Images: Pexels

Now that we are in the midst of application season, students applying for schools – boarding and university – are evaluating and re-evaluating their school choices. Many aspiring students take their aspirations when they build their list of schools, hoping beyond hope to reach their Dream School. But then the testing comes – SSAT, SAT, ACT, TOEFL/IELTS, and their list is confronted by the stark reality that their goal is now beyond reach – or is it?

At a recent conference, a panel discussion with several universities and Bob Schaeffer from FairTest.org presented about how schools that are test-optional/flexible are seeing not only an increase in applications, but more importantly no adverse decline in the quality of students nor their overall performance once in school. Fair Test lists all the schools that currently do not require test scores in evaluating students. There is a fair number of schools and lest one think that good schools are not on the list, one only needs to look to the University of Chicago! But one should also know there are over 1,000 colleges and universities which no longer request scores.

It is important to thoroughly research each school that offers this benefit before committing, as some schools may have this policy for domestic students only and there may be other caveats in place. But in the end many schools have considered a few of the following questions to determine that test scores add little value in determining whether a student is prepared for the rigors of academics at their school:

• Do the tests really have predictive validity at this institution?
• Does that validity hold for all ethnic, age, and income groups as well as for both men and women?
• Do the tests add anything significant to what admissions officers already know about applicants?
• Are test score requirements deterring potential applicants who would make suitable students?

For schools that have decided “no” to those questions, the benefits have outweighed any downside. Let’s consider the first question – do tests really predict performance? In a test-based culture where test prep runs to the extremes, one could easily conclude that students outperform the value of the test. Students become hypersensitive to their scores and constantly compare their scores to others. Which creates a vicious cycle of adding to the money machine of test prep. Schools and colleges (boarding and universities) know that the value of test scores is diluted in the frantic score race.

But what is the race for? The highly competitive race to get into one’s dream school. Then we come to the next question which addresses validity focused on income among other criteria. It goes without saying that families with more income have more money to spend on test prep. Without being too focused on some of the issues of this question there are certain types of students who do do better on standardized tests because of the benefits of living in higher income areas – better schools, better opportunities. By moving to test optional, schools can place more value on relevant aspects of a student’s application – performance in school.

Which brings us to a point that is never really talked about but inherently present – many students are enrolled in AP, IB and A Level programs at schools here. Each of these programs are considered college level in terms of their content and expectations. So, if a student is successful in achieving high grades in college-level courses, why would one need to take a 3 hour and 45-minute test to validate something they have already validated by being academically successful?

So back to the main topic of this piece – if scores don’t match what should a student do? Re-evaluate and look at a wider set of schools. Most importantly focus on the programs and courses schools offer. Check out schools that are test-optional. Know the requirements but in the end, your list of schools should have a good balance of reach, core, and foundation. It is always important to keep expectations reasonable as there are no guarantees in admission to any university of any caliber.

Hamilton Gregg is the founder of International Educational Consulting and has worked in education since 1985. He helps students and their families understand their personal and educational needs and find the right school to meet their requirements. If you are a student or parent who would like to ask Gregg a question on our blog, please email hsgregg45@gmail.com

Photos: courtesy of Hamilton Gregg, unsplash

Students in the Junior year are taking on the monumental task of being a Junior. With the month of May just at the onset, exams of all sorts are starting to take place. There is no doubt that students at this stage of high school are confronted with an enormous set of tasks. “There’s too much to do!” and “How do I prioritize?” and “How do I manage?” are all questions running through students’ heads. So what’s the big deal? Lots!

The Junior year is the linchpin to college applications. This is, for many students, the last set of grades many colleges will see when making decisions on applications, particularly if a student is applying under any Early scheme of admissions. While it is impossible to significantly raise one’s GPA, students can set a mark by showing the stuff they are made of this last term of the year.

“Why can’t I raise my GPA?” Well for one thing if you been in a school for the two or three previous years, a student (under a semester system) would have 5 semesters of GPA calculations weighing against one (if said student entered the school in Grade 9). A student who started in Grade 10, would have three semesters, but even still turning one’s intellectual jets on this last term can only marginally impact GPA. This is not to say that a student should throw in the towel. Absolutely, put the nose to the grindstone and nail those final exams. Lots of schools look to see improvement over time, maturity in taking school seriously and focus, even if it comes late in one’s high school career.

May is the month when not only final semester exams loom but also AP or AS Level exams start. Depending on what curricula a student is taking these exams are where a student shows the culmination of their work over the semester. However, students need to be aware that results on an AP or AS exam do not get calculated into GPA (some schools may do this but…), nor do they replace a poor grade in that class. (If that is the case, universities will wonder why you did so well on the exam, but what were you doing during class?).

These exams are important and a student should definitely focus on doing well. Managing one’s time, keeping organized and focusing on each exam is an important and sometimes daunting task. It is important to wisely spend one’s time going to review sessions with teachers, utilizing study groups, and ensuring competence in the subject areas you will be examined on. Never assume you know what you think you know. Double check, triple check and nail those exams!

May is also a time for SAT exams, another marker for university applications. For students who have been preparing since the October PSAT and a winter SAT (December or January) it is possible that this could be your final SAT, maybe. Depends on how you do, of course. Your college counselor should be able to let you know if you have one more test in your system, once results come back in a couple of weeks. However, it should be noted that most students do have one more test in them. This one is for the October SAT. (A reminder, a student should NEVER take more than 3 SAT I exams.) If you are an ACT student, the advice above also applies.

Hopefully, you are not in the situation where you have not taken an SAT yet. But if you are, it’s ok. This is an important SAT and it means that you have a fair amount riding on this test. Why is it an issue? Well for starters, this is going to be your baseline test. There is no other evidence to stand on to see where your scores will go, especially if you have not taken a PSAT or PLAN (the equivalent for the ACT). By just having this test, it challenges your college advisor to help with your list of schools.

If you are the unfortunate student who did not get the news that there is no longer any SAT I in June for International students, well ouch. If you have no previous tests under your belt, and are thinking of applying Early to a college, you now only have one chance (October) to perform well on the SAT. That is a very tough place to be. “But, my mock SAT/ACT tests show…” Mock tests are not the same. The materials are different, the setting is different, and the whole situation is completely different than taking the real deal. Most students outperform on practice tests. This is not evidence enough to rely on heavily, if at all.

June is a great time to take SAT II, but only if schools on your list require, recommend or state they are optional. There is no need to take an SAT II if you don’t meet the conditions above. By the way, performance on an SAT II definitely does not cover a poor grade. How could an hour-long exam equal a grade earned over a year?

Finally, as a Junior you need to be focusing on building your college list, starting your application essays – Common Application released the new Personal Statement essays last month. At very least, students should be brainstorming ideas on what they will write about.

So, yes, Junior year is a mass of things to get done. Don’t make the mistake of focusing on one item at a time. Divide your day up in to hours and tasks. Do a little bit of everything, every day.

As we enter this important season, work well, keep organized and with both of these things as a focus, you should be in great shape for summer!

Just when it might be time to throw away standardized testing, the SSATB is coming out with a new test. It will not be your regular Reading, Writing, and Math test, but a test that looks at non-cognitive skills. We will get to what non-cognitive skills are in a moment and start with the reasons behind this change.

The SSAT’s main purpose, simply speaking, is to help assess academic skills from reading to language and math. In some ways, it is a test of what you know and hopefully gives receiving schools a predictive idea of academic success, particularly first year grades and fit from an academic standpoint. The problem though is that secondary schools do more than develop academic minds, they also build character, in the formative years of teen-hood.

The Character Skills Assessment (CSA) will look at other areas of ability. CSA is in trial stages now and will roll out officially next Fall. So what does CSA test for: Teamwork, empathy and integrity, skills that schools look for in determining the kind in character they want to instill in their community. Since each school is unique and the community of that school is as well, schools will be looking for different attributes. Working with a team from the Think Tank on the Future of Assessment* and here are the questions they tried to answer:
“• How do we better understand our students’ many kinds of minds, and look for new ways standardized testing can reveal more about them?
• How should we support the professionalism and consistency of the admission process and consider carefully what will serve independent schools 10-20 years from now so we can better lead the profession forward?
• How do we pull together the best available thinking on broadening admission assessments and share that thinking widely?
• How might we test for important character attributes in the admission process?”*

So what are schools looking for? The G32, or the pilot schools, determined the following traits as important for success in independent schools: “resilience, grit, curiosity, growth mindset, empathy, integrity, motivation, self-efficacy, and self-control.” It seems that many of these align with the Harvard report and set of initiatives Making Caring Common.
The basis of the test or rather how students will be tested is through a Situation Judgment Test whereby students are presented with a “situation” and several response, which they rank their answers choose the best or worst choice depending on the question and situation. How they respond will give insight into revealing their traits as described above.
The CSA will not be required in the following years admission process. Again, it is just in the trial phase at the moment. The CSA will not replace the SSAT test but be used in addition to the test. So while the SSAT will provide pertinent information on academic skills, the CSA will help admission offices build the kind of class from a additional set of standards which meet, one supposes, the mission and philosophy of the school.
The enormous benefit of the CSA is that gives additional information to schools in the selection process. My hope is that the tests, both the SSAT and CSA have revolving questions that cannot be gamed. The ACT will, in the near future, go to a computer-based test where the questions change based on the ability of the student. The TOEFL had the same test quality when they launched the CBT many years ago.

The ability to assess students on different factors is important. When schools are building a class that sets the culture of the school, the CSA brings added value. And while standardized tests have limited predictive value on academic success, perhaps this is an additional piece of evidence to help enrollment managers build the best class they can and really help schools determine the “fit” of the student.

*From SSAT.org
*From Think Tank on the Future of Assessment

Photo: westottawa.net

Alibaba founder Jack Ma is a tech genius, one of China’s richest people, and once long ago, a victim of school bullying. Ma says China would have many more success stories like his if its schools focused less on test scores and more on good times.

At a conference in Shanghai in December, Ma spoke bluntly about the shortcomings of China’s education system. Techinasia.com quoted him as saying:

“I got my cultural education … by having fun. Kids who know how to have fun, are able to have fun, and want to have fun generally have bright futures."

He went on to add that such fun and games are by no means a waste of time: "Many painters learn by having fun, many athletes learn by having fun, many works [of art and literature]are the products of having fun. So, our entrepreneurs need to learn how to have fun, too.”

Ma ought to know a thing or two Chinese education, after all, he worked as a school teacher in the 90s before founding e-commerce behemoth Alibaba and going on to become one of China’s richest people.

And while these may be the gripes of a former education insider, Ma’s beef with China’s schools may be more deeply seeded than that. According to the Financial Post, Ma was bullied by his classmates as a boy because of his size, and his poor grades lead to his enrollment at Hangzhou Normal, a school that has not considered top-tier.

The piece went on to quote Ma’s extracurricular recollections, mainly the time he spent brushing up his English on the street instead of in the classroom, as an amateur guide for laowai tourists. As Ma put it: “I started to become more globalized than most Chinese…. What I learned from my teachers and books was different from what the foreign visitors told us.”

Fine advice for those of you fretting too much about exams at this time of year.

Image: The Real Singapore