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The results of our aptitude tests can be used in various ways. The results of subject-specific aptitude tests are mainly used in the context of selection for admission-restricted degree programmes. The results are considered a grade-independent criterion.
The concrete design of admission regulations and decisions is determined independently by each university. We do not prescribe a usage model and allow for a variety of different applications. For example, we report three different scores for our scholastic ability tests – standard value, percentile rank as well as a grade equivalent – which offer different possibilities for offsetting against other criteria. In addition, the tests can be an optional or a compulsory part of an application.
The models presented here have proven themselves and are already used in university admission procedures. The models are intended to provide suggestions on how selection processes can be designed and how the subject-specific ability tests can be used in combination with other criteria for admission.
Applicants with a good test result can improve their final exam grade or (when applying for Master’s degree programmes) their Bachelor’s grade and thus their chance of being admitted to a degree programme. Non-participation in the test does not bring any disadvantage.
Example: For a good result in the test, a fixed bonus is awarded on the grade (final exam grade or Bachelor’s grade). The better the result, the higher the bonus. For example, for a percentile rank ≥ 50 there is a bonus of 0.3, for a percentile rank ≥ 75 there is a bonus of 0.6. Tanja wants to study business administration. She has an Abitur mark of 2.8 and a percentile rank of 80 in the BT-WISO. Due to the good percentile rank, she receives the bonus of 0.6 and her mark improves to 2.2. Due to her good performance in the test, Tanja receives a place at university with a local NC of 2.5, which she would not have received without the result from the BT-WISO.
Both the simple weighting model and the differentiated weighting model can also be used as an optional component.
The grade average (of the final exam grade or the Bachelor’s grade) and the test result are converted into an overall grade. This model is based on the empirical finding that a combination of final grade and the result of a scholastic abilty test has the highest predictive power for academic success. The weighting of the grade and the test result is the responsibility of the university. In most cases, both values are weighted almost equally. The grade equivalent, which is given in the test result, is particularly suitable for this model.
Non-participation in the test can be evaluated with a score of 4.0 (grade equivalent). The simple weighting model can also be used as an optional part. If the test result is worse than the final grade, only the final grade is scored. A worsening of the grade average is not possible.
The test result is one of several admission criteria that are weighted differently. In addition to the final grade (final exam grade or Bachelor’s grade) and the test result, other criteria such as professional experience, internships or language skills can also be taken into account. Each university should determine for itself how heavily each individual criterion is weighted.
Example: Alexander, 24, wants to study biochemistry. He has an Abitur grade of 1.7. For this he receives 40 points (out of a possible 60). In BT-MINT he has achieved a standard score of 112 – for this he receives 15 (out of 20) points. For his training as a chemical laboratory assistant, he receives a further 20 (out of 20) points for training/work experience. Alexander thus scores 75 out of a possible 100 points. Among other things, with the good BT-MINT result, he manages to overtake numerous applicants in the ranking who had a better Abitur grade than him, but a worse result in BT-MINT.
A non-participation in the test can be evaluated with a result of 4.0 (grade equivalent) just as in the simple weighting model. The differentiated weighting model can also be used as an optional component. If the test result is worse than the final grade, only the final grade is scored. A worsening of the grade average is not possible.
The university defines one or more minimum requirements for admission. One of these requirements could be the achievement of a minimum score in a subject-specific scholastic ability test. The model is flexible and gives the applicant several opportunities to prove his or her suitability, which is also experienced as particularly fair by the applicants themselves.
Example: For admission to a Master’s programme in Business Administration, either a Bachelor’s grade of < 1.5 or a GMAT score of at least 600 or a TM-WISO score (standard value) of at least 106 is required. In this way, the university ensures that all students have the necessary prerequisites for successful study. We will be happy to advise you on how to compare the scores of different test procedures (e.g. TM-WISO and GMAT).
In addition to being used in the context of selection decisions, the scholastic ability tests can also be used for other purposes. Here you will find examples of how our tests are or have been used in other contexts:
The tests for undergraduate degree programmes in particular can also be used as a kind of counselling test at the beginning of a degree programme. First-year students take the test and submit the results to the university. The results of the test are then considered at group of exercises level in order to identify possible areas of development and to provide tailored support for the first-year students right at the beginning of their studies and to prevent them from dropping out.
Draw the attention of prospective students to the university: Our scholastic ability tests are sometimes used by very renowned universities and study programmes. We publish which degree programmes and universities use the respective test on our website and it is displayed to participants during the application process. In this way, you as a university can draw attention to your study programme.
Find particularly talented students: Alternatively, a particularly good test result could also be linked to special incentives, e.g. scholarships, tuition fee waivers or other benefits. In this way, you create an incentive for particularly gifted prospective students to apply and enrol at your university.
All scores that we report are standardised values. These are also comparable across different test versions and years.
We give the standard score and percentile rank for individual groups of exercises. The grade equivalent only for the entire test.