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Common Entrance Examination

//Common Entrance Examination

Common Entrance Examinations consist of two components; verbal and non-verbal reasoning tests.

Non-Verbal Reasoning

Non-verbal reasoning tests are psychometric in nature with the main aim of testing the logic, thought processes and intelligence of candidates presented for the eleven plus examination, and similar secondary school entrance examinations.

Practising past examination questions, in a formal setting, is the best way of assessing what a candidate has learnt and their ability to apply correct methods accurately within a limited time.

Practising IQ tests and past non-verbal reasoning tests is the best way of improving the score on a non-verbal reasoning test.

Verbal Reasoning

Verbal reasoning tests assess a candidate’s; knowledge, understanding, analysis, application and evaluation skills.

Success in secondary school standardised tests requires good command of the English Language.

The most effective way of improving language skills; increase candidate’s vocabulary, generally read good quality newspaper articles, speak English using correct sentence structure and grammar, write short-stories this demonstrates the ability to apply narrative and bring a passage to life.

Structure of the tests

Non-verbal reasoning tests use algebra, geometry and logic to imply or infer what patter exists in a range of similar shapes or formulae.

Candidates are expected to deduce the pattern that should complete the sequence, of given patterns, or apply the correct formulae in order to produce a solution.

The test is objective in nature therefore candidates are expected to eliminate incorrect answers quickly and by logical reasoning obtain the correct answer to a geometric problem that does not require calculations.

What the results prove

The results obtained from these tests prove that the candidate has a high level of mental ability, logical thinking and is able to correctly apply these skills under pressure.

Who should take common entrance tests?

Candidates in the UK and common wealth countries who are preparing for secondary school entry, where passing common entrance is a prerequisite and for those candidates applying to selective private schools who accept common entrance candidates onto their courses for the first year of secondary school.


Certain common wealth countries have developed their own entry selection examination for secondary education; these examinations are equivalent to common entrance examinations in their content and structure and assess the same skills candidates are required to possess in order to be successful in the secondary stage of their academic career.

Equivalent examinations

Jamaica has replaced common entrance as the secondary school entrance examination with their own government standard assessment task examination.