SCHOLASTIC ASSESSMENT TEST (SAT) (Criterion for admission into universities)

Mdm Ho Geok Choo asked the Minister for Education in view of the Ministry's proposal to use Scholastic Assessment Test (SAT) scores besides the traditional "A" level grades as an additional measure of eligibility for admission into the universities (a) what is the weightage being given to SAT scores relative to entry requirements, (b) what are the admission criteria of our local universities; and (c) what is the rationale for instituting SAT.

Mdm Ho Geok Choo asked the Minister for Education in light of the fact that several prominent American universities are doing away with SAT as a criterion for admission into their universities, has the Ministry (a) given second thought about the adoption of SAT as a measure of a student's potential and abilities, (b) obtained any information why these universities are doing away with SAT and (c) consider whether their concerns are also our concerns.

The Minister for Education (RAdm Teo Chee Hean): Mr Speaker, Sir, may I have your permission to take Question Nos. 11 and 12 together, as they are both related to the SAT?

Mr Speaker: Yes.

RAdm Teo Chee Hean: In 1998, the Committee on University Admission System was convened by the Ministry of Education to examine the present admission system and propose changes where necessary, taking into account linkages to the rest of the education system and related changes to the universities. In June 1999, after extensive consultation, the Committee submitted a report to the Government recommending a new university admission system. These proposals were also debated in this House during the Committee of Supply. The Government accepted the recommendations of the Committee. With effect from 2003, SAT I will account for 25% of the university admission criteria for students with A'-level qualifications. A'-level results constitute the remaining 75%. Co-curricular activities will be allocated up to 5% as bonus points. From 2005, project work will account for 10%, reducing the weightage of the `A'- level results to 65%. SAT I will remain at 25%.

To meet the minimum criteria for admission to NUS or NTU, A'-level students must have passes in at least 2 subjects at A'-level, have taken the General Paper at the same sitting, have taken a Mother Tongue paper, and have taken SAT I. Of course, these are the minimum criteria. Admission, of course, is based on merit. Therefore, whether an applicant is successful in a particular course will depend on his or her results relative to other applicants for the places available on that particular course.

The Committee recommended that a reasoning test be included as one component of the admission criteria to complement the content-based `A'-level examinations. Such a test will enable the universities to assess a candidate's analytical skills, as well as his potential and ability to deal with generic and new problems. The SAT I was chosen as it is a well-established and internationally recognised reasoning test.

The other question that Mdm Ho raised is with regard to the proposal last year by the President of the University of California to do away with the SAT I as its admission criteria. This has been well publicised. Despite this, it would be an overstatement to say that "several prominent American universities are doing away with the SAT I". Indeed, according to the US College Board, about 80% of the US's 1,800 4-year universities are currently using SAT I scores in their admissions, and these universities include prominent institutions such as Harvard, Stanford and Yale. They find the SAT I a useful standardised means of measuring the applicant's readiness to undertake the university course of study. And this is particularly so in the United States where they do not have any standardised examinations at the high school level.

There have been a number of suggested reasons as to why the University of California has proposed to drop the SAT I. According to the President of the University of California, it was because the SAT I by itself does not predict college achievement well. The UK magazine, The Economist, in commenting on the SAT and the decision of the University of California, suggested that the problem might not have been with the reliability or accuracy of the test, but that for political or social reasons, the University wanted a different mix of students than what would have resulted from using the SAT I. If so, such reasons are not relevant in our context.

Our assessment is that the current SAT I is a suitable reasoning test for our purposes. We use SAT I as a complement to the content-based `A'-level examinations. Furthermore, our universities receive applications from those with other qualifications, eg, we have polytechnic diploma candidates, and we have candidates with foreign high school qualifications. Broadening the basket of admission criteria allows the universities to gain a fuller picture of the student, and gives students more opportunities to exhibit their range of talents and potential for university education.

The US College Board recently announced a number of changes to SAT I, to be implemented from 2005. The Ministry of Education and our universities will be reviewing the implications of these changes on our university admission criteria.

Dr Jennifer Lee (Nominated Member): Sir, I would like to ask the Minister whether it is true that some elements of the SAT are coachable; in other words the kids can be drilled to sit for it. If this is so, would the usage of the SAT for admission criteria to university encourage the kind of attributes that we are trying to move our kids away from, which is learning by rote, and taking away what we wanted out of SAT, which is pure reasoning skills?

RAdm Teo Chee Hean: Sir, some practice with the SAT I tests will be useful for students because they will acquire certain familiarities with the rubric of the examination paper and the types of questions that come up. But the content level of these papers is about where our students would be if they had completed their O'-level English and Mathematics. So, any further efforts required will really not be necessary, because if they have got their O'-level Mathematics and Language, that should really be sufficient as content material for them to take the SAT I, and, after that, it is really a test of their reasoning and critical thinking abilities.