The Role of Entrance Assessments in School Admissions

In selective schools, entrance assessments are usually more closely linked to the school’s academic focus. They may include subject-specific tasks, problem-solving exercises and questions designed to assess knowledge in the areas most relevant to the school.

In non-selective schools, academic testing may be combined with other forms of assessment, such as:

• Cognitive ability tests
• Logical reasoning assessments
• School readiness assessments*
• Neuropsychological assessments
• Interviews with a teacher or senior member of staff
• Values-based interviews
• Open-ended questionnaires

*This can be particularly useful for younger children starting school. A child may have the necessary knowledge and ability but still need additional support to adjust to the academic, social or emotional demands of school life.

Schools can choose the type of assessment that best fits their admissions model. In many cases, combining several methods gives a more complete picture of the student. For example, a school might use a subject assessment alongside an interview and a broader cognitive or psychological assessment.

Who should be involved in the process?

This is one of the first practical questions schools need to consider. An admissions officer may be able to administer a test and check answers against an agreed marking scheme, but they may not have the subject expertise needed to assess the quality of a student’s reasoning or recognise alternative valid approaches.

Teachers can provide that academic expertise, but involving them in every admissions assessment can quickly become difficult to manage alongside their teaching responsibilities. This is where automation can reduce the administrative burden and make the process more consistent.

How can schools improve the consistency of assessment?

Some parts of the admissions process, particularly interviews, will always involve professional judgement. Schools can reduce unnecessary subjectivity by using clear criteria, structured questions and consistent scoring frameworks.

Technology may also play a greater role in this area in the future. AI could potentially support the analysis of written or spoken responses by identifying patterns in language, reasoning and structure. For now, however, these tools should support professional judgement rather than replace it.

How can entrance assessments be automated?

A school can begin by allowing families to register for assessment through its website. Once an applicant is registered, the admissions team can assign the appropriate assessment based on the student’s age, year group or chosen programme.

Assessments can be opened for a specific period, given a time limit and combined with interviews or other admissions activities. If an external platform is used, for example for an English language assessment, the results can still be recorded in the student’s admissions profile.

Once the process is complete, the school has a clear record of scores, assessment results, interviews and other relevant information.

Selective schools may use a minimum score or other threshold as part of their admissions criteria. Non-selective schools are more likely to use the same results as a starting point for understanding what level of teaching or support may be appropriate for the student.

Online assessment can also make it possible to complete parts of the admissions process remotely. As with any remote test, schools should be aware that the conditions cannot always be fully controlled, particularly if a parent or another person is present while the student completes the assessment.

How should assessment results be used?

Assessment data can remain useful long after the admissions process is complete. Keeping an initial record of a student’s academic strengths, learning needs and other relevant observations gives the school a useful reference point for tracking progress over time.

It can also help teachers and pastoral staff understand how a student’s needs change during their time at school and make more informed decisions about support, learning strategies and individual development.