Aptitude Test

This test consists of examining the adolescent’s aptitude or disposition to the characteristics that define each of the five factions. It is a good indicator as to which faction a person should choose, but then everyone makes their own decision on the subject.

The day after the test, the election ceremony takes place, where examinees must choose which faction they will enter. They can leave their family and choose a new faction or they can stay with them. Their aptitude test result is taken into account, but the final decision is left up to them.

The rooms where the tests are taken, which are specifically used only for the administration of the aptitude tests, have mirrors on the walls and have very bright lighting. In the center of the room is a chair that resembles a dentist’s chair. Examinees are instructed to sit there and electrodes are attached to their heads. They are then given an IV to drink to connect them to a simulation program. This simulation helps to decide which features of the factions prevail, and whether they are conclusive or inconclusive, resulting in divergence.

Academic aptitude test

In addition, on Sunday, September 23, will be the convocation for those who require adaptation to take the test and for those who for religious reasons keep Saturday. On this day, students must report at 8 a.m. to the assigned location.

Candidates will be able to consult their personal information, location, IV Cycle grades, admission exam results, as well as the revalidation results, the minimum grade history and the minimum grade for admission to the degree program in the Admission Process Consultation System.

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2.  On the day of the test the student will receive all the necessary instructions. You may bring a scientific calculator, but not a programmable one.  It is not allowed to use the calculator of electronic devices.

Aptitude test

Only those applicants who have submitted the corresponding application for admission within the established period and have been admitted to these tests in the list of admitted applicants, which is published on the school’s bulletin board, may participate in the aptitude and access tests.

The centers, provided that there are applications submitted within the established term and vacancies after the end of the July enrollment period, may convene the entrance exams before July 15. Said summons will indicate the dates of celebration and the type of exercises that will make up its content.

Said test shall be held between May 15 and June 5, and shall be called by the person in charge of the educational center prior to May 10, indicating the dates of the test and the type of exercises that will make up its content, as well as its degree of difficulty, in order to guide and facilitate the preparation of the applicants.

Aptitude tests pdf

Two hundred and seventy thousand young people define in these days of December part of their future life through the University Selection Test (PSU), in force since 2003. It is not just another test. Because the voices that question it have gained unprecedented strength this time. Like those of an important group of academics and researchers who insist that this test is constructed in such a way that, although young people believe that they have all the possibilities open to them and that their destiny depends on them, their paths are delimited by deep furrows and the result of the PSU will be to a great extent a reflection of the economic sector they come from. Those who come from better-off families will do much better than those from more vulnerable families. On average, being from the richest quintile ensures 150 points of advantage over the poorest quintile.

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What’s wrong with measuring knowledge? Gil’s arguments point out that young people whose families have more resources do not do better in the PSU because they are smarter than those from lower quintiles. Intelligence, study skills or effort are evenly distributed in society. But knowledge is not equally distributed. Learning implies having had access to learning; having had access to quality books and teachers; having been educated in environments where culture makes sense. All this costs money. For Gil, asking about knowledge is, then, almost like asking about the amount of resources the family had available to educate their child.