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Exam Code: WorkKeys WorkKeys Assessment test prep January 2024 by team

WorkKeys WorkKeys Assessment

Test Detail:
The WorkKeys Assessment is a job skills assessment developed by ACT, Inc. It is designed to measure foundational skills needed for success in the workplace. The assessment focuses on three core areas: Applied Math, Workplace Documents, and Graphic Literacy. This description provides an overview of the WorkKeys Assessment.

Course Outline:
Since the WorkKeys Assessment is a skills-based test, it does not have a specific course outline. However, candidates can prepare for the assessment by developing their skills in the following areas:

1. Applied Math:
- Basic mathematical operations (addition, subtraction, multiplication, division).
- Fractions, decimals, and percentages.
- Measurement and conversion.
- Data analysis and interpretation.

2. Workplace Documents:
- Reading and understanding workplace documents, such as memos, instructions, and policies.
- Locating and interpreting information in tables, graphs, and charts.
- Understanding technical vocabulary and terminology.
- Extracting relevant information from written materials.

3. Graphic Literacy:
- Interpreting and analyzing visual information, such as diagrams, maps, and graphs.
- Understanding spatial relationships.
- Identifying patterns and trends in visual representations.
- Drawing conclusions based on visual data.

Exam Objectives:
The WorkKeys Assessment evaluates the candidate's proficiency in the following areas:

1. Applied Math:
- Performing mathematical calculations and solving problems related to real-world scenarios.
- Applying mathematical concepts and operations to workplace situations.

2. Workplace Documents:
- Reading and comprehending various types of workplace documents.
- Extracting relevant information from written materials.

3. Graphic Literacy:
- Interpreting and analyzing visual representations of data.
- Making inferences and drawing conclusions based on visual information.

Exam Syllabus:
The WorkKeys Assessment syllabus provides a breakdown of the skills and concepts assessed in each exam objective. The syllabus may cover the following topics:

1. Applied Math:
- Numerical operations and calculations.
- Fractions, decimals, and percentages.
- Measurement and conversion.
- Data analysis and interpretation.

2. Workplace Documents:
- Reading and understanding workplace documents.
- Locating and interpreting information in tables, graphs, and charts.
- Technical vocabulary and terminology.

3. Graphic Literacy:
- Interpreting and analyzing visual representations of data.
- Spatial relationships and patterns.
- Drawing conclusions based on visual information.
WorkKeys Assessment
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WorkKeys Assessment
Question: 116
Cheap Call charges $0.12 per minute for long distance calls. Slim Chance charges $0.10 per minute plus a flat fee
of $6.95 per month. If your office makes 5 hours and 23 minutes worth of phone calls this month, which company
will save you more and by how much?
A. Slim Chance by $39.25
B. Cheap Call by $38.76
C. Cheap Call by $6.39
D. Slim Chance by $3.23
E. Cheap Call by $0.49
Answer: E
Question: 117
Envelopes cost $40.95 per 1000 if you buy at least 1000 envelopesor $77.90 per 2000 if you buy at least 2000
envelopes. Which is the better buy and by how much?
A. 1000 envelopes by $0.002
B. 1000 envelopes by $0.038
C. 2000 envelopes by $0.045
D. 2000 envelopes by $0.002
E. They are equal in cost.
Answer: A
Question: 118
The Bakery has 10 dozen donuts. They sold 2/3 of the donuts. How many donuts did they sell?
A. 126 donuts
B. 120 donuts
C. 84 donuts
D. 48 donuts
E. 7 donuts
Answer: C
Question: 119
A local swimming pool contractor is going to install a circular swimming pool having a diameter of 27 feet. How
much area will the pool take up of the customers yard?
A. 84.78 ft2
B. 286.13 ft2
C. 572.27 ft2
D. 1144.53 ft2
E. 2289.06 ft2
Answer: C
Question: 120
How many acres are contained in a parcel of land 150 feet wide and 250 yards deep?
A. 0.86 acres
B. 1.75 acres
C. 2.58 acres
D. 5.16 acres
E. 539.03 acres
Answer: C
Question: 121
You have been asked to resurface the floor shown below. It is a rectangle with a semicircle at one end. What is the
area of the floor?
A. 360 ft2
B. 416.52 ft2
C. 473.04 ft2
D. 586.08 ft2
E. 812.16 ft2
Answer: B
Question: 122
A landscaping firm is planning a new garden display. The garden will measure 4 feet by 12 feet. Each flower takes
up 9 square inches. If the firm orders less than 500 flowers, the cost is $0.45 each; if they order over 500, the cost is
$0.36 each. How much will it cost to plant the flower garden?
A. $2.40
B. $76.80
C. $194.40
D. $276.48
E. $345.60
Answer: D
Question: 123
Kaylen worked the following hours during one week. She is paid $9.50 per hour for the first 40 hours of work.
After 40 hours she is paid 1 times her regularly hourly rate. How much money did Kaylen earn this week?
A. $401.38
B. $412.06
C. $420.38
D. $522.50
E. $562.32
Answer: B
Question: 124
Your parents have given you permission to repaint your bedroom. The dimensions of the room are 13 feet by 14
feet, and it is 8 feet high. The room has two windows with dimensions 3 feet by 4 feet, and the doorway measures 7
feet by 3 feet. According to the directions on the can, one gallon of paint will cover 300 square feet. You plan on
putting on two coats of paint. Determine how many gallons of paint you will need to cover the walls and ceiling.
Answer: A
Question: 125
A savings account earns 4% annual interest compounded quarterly. How much interest would $500 earn if it was
invested for one year?
A. $20.00
B. $20.30
C. $54.20
D. $84.93
E. $200.00
Answer: B
Question: 126
Charter Pools is installing a new circular pool in a customers backyard. The customer has a well and is not able to
fill the pool. Charter Pools will haul in water, but they need to determine how many gallons of water they will
need. The truck can carry 6500 gallons of water. The pool is 27 feet in diameter and 54 inches deep. How many
gallons are needed to fill the pool?
A. 535 gallons
B. 2576 gallons
C. 19,264 gallons
D. 30,902 gallons
E. 924,661 gallons
Answer: C
Question: 127
Barb worked the following hours during one week. She is paid $12.50 per hour for the first 40 hours of work. After
40 hours she is paid 1 times her regularly hourly rate unless it is a Sunday or a holiday then she earns double time
for those particular hours. How much money did Barb earn this week?
A. $528.13
B. $556.25
C. $640.63
D. $665.63
E. $703.13
Answer: E
Question: 128
A landscape company plans to install mulch around 3 trees in a customers yard. The trees have a diameter of 3 feet,
and mulch is to be placed 3 feet around the tree and 4 inches deep. How many cubic yards of mulch are needed?
A. 3/4 cubic yard
B. 1 cubic yard
C. 1 1/2 cubic yard
D. 2 1/4 cubic yard
E. 5 cubic yards
Answer: D
Question: 129
Find the area of the shaded sections of the wooden frame shown below if the picture itself is 16 inches by 8 inches,
and the overall dimensions are 20 inches by 12 inches.
A. 18 in2
B. 20 in2
C. 36 in2
D. 48 in2
E. 72 in2
Answer: E
Question: 130
The water tank on a ranchers truck holds 250 gallons. Can this water trough shown be completely filled in one
trip? If not, how many trips must be made?
A. It can be filled in one trip.
B. 2 trips
C. 3 trips
D. 4 trips
E. 5 trips
Answer: D
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Admission-Tests Assessment test prep - BingNews Search results Admission-Tests Assessment test prep - BingNews Which State Has The Best Test Scores? Analyzing Standardized Testing Trends

Editorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations.

As online college and other alternative higher ed options have grown in popularity, standardized testing has become less important at the college level, with many colleges going test-optional. But high school students across the U.S. still take the SAT and ACT® to prep for college admissions.

At the K-12 level, standardized testing remains a vital metric for measuring students’ comprehension and competency in core subject areas like math, reading, writing and science. Standardized test scores provide primary and secondary school teachers and administrators with data-driven insights that inform curriculum development and shape educational policies and practices. These scores can also impact a school’s funding and resource allocation.

In this article, we rank the states with the highest standardized test scores and discuss the evolving role of standardized testing, including K-12 assessments and college entrance exams.

Why Does Standardized Testing Matter in the U.S.?

Standardized testing assesses the academic performance of students, teachers and schools. Test scores offer a quantitative metric to determine whether schools meet established standards and help educators and policymakers identify areas for improvement.

K-12 Standardized Assessments

At the K-12 level, standardized testing evaluates students’ proficiency in core subject areas at their respective grade levels. Test scores offer insights into the factors affecting a student’s, school’s or state’s performance. They can also inform instructional strategies and shape curriculum development.

The National Assessment of Educational Progress (NAEP) is a comprehensive assessment encompassing print and digital assessments across multiple subject areas, including math, reading and science. NAEP is usually administered at the state and district levels among fourth and eighth grades. On this page, we use fourth- and eighth-grade math and reading assessments to determine our rankings.

K-12 standardized testing often faces criticism for its testing practices. Teachers, administrators and parents argue that standardized testing doesn’t account for each student’s unique learning style and strengths, instead testing students using a one-size-fits-all approach. Some say the education system’s focus on standardized testing has narrowed the scope and focus of curriculums to accommodate test results.

This criticism drives an ongoing dialogue about the need for more holistic and inclusive testing and assessment practices. Teachers, administrators and curriculum developers continue to propose alternative assessment methods—such as performance tasks, project-based work and portfolios—to better capture the multifaceted nature of student learning.

College Entrance Exams

During their third and fourth years of high school, students often take college entrance exams ahead of submitting their applications for admission. These exam scores measure learners’ academic readiness for higher education. Colleges and universities use standardized tests to inform their admissions decisions.

Colleges and universities also consider several other factors during the admissions process, such as academic performance, extracurricular activities, personal statements and letters of recommendation. Also, many colleges have adopted test-optional admissions policies, which lift entrance exam requirements for first-year applicants.

Though test-optional colleges do not require the ACT or SAT for college admission, most still consider entrance exam scores when applicants choose to submit them.

Our ranking looks at metrics from the following standardized tests.

  • SAT: The SAT is a multiple-choice test that covers math, evidence-based reading and writing. Each section of the SAT is scored on a 200- to 800-point scale, making 1600 the highest possible score.
  • ACT: The ACT evaluates students’ knowledge in four areas: English, reading, mathematics and science. There’s also an optional writing section, which does not affect the composite ACT score. Your composite score comprises the average of the four subject scores, rounded to the nearest whole number. Possible ACT scores range from one to 36.
  • MCAT: All medical school programs in the U.S. use the MCAT for medical school admissions. This computer-based, multiple-choice exam evaluates critical thinking, problem-solving, and knowledge of behavioral, natural and social science concepts and principles.

States With the Best Test Scores

Below we rank each U.S. state based on its standardized testing performances. Our methodology uses data from K-12 assessments, focusing on fourth- and eighth-grade math and reading assessments and college entrance exam performances.

Top Five States

The top five states in our standardized testing performance ranking are:

  1. Massachusetts
  2. Utah
  3. New Jersey
  4. New Hampshire
  5. Connecticut

Common factors contributing to these states’ strong performances include rigorous academic standards, adequate funding, student-to-teacher ratios, professional development and successful education policies and reforms.


Massachusetts consistently ranks among the states with the highest standardized test scores in the U.S. and secured the top spot on our list. At the fourth grade level, 42.9% of students demonstrated proficiency or higher in math; 42.61% achieved the same in reading.

In the eighth grade, Massachusetts students maintained their position as top performers among students nationwide, with 35.06% demonstrating proficiency or higher in math and 39.8% achieving the same in reading. While Massachusetts students received slightly lower average SAT scores than students in some other states, they earned the nation’s highest average ACT and MCAT scores.


Utah ranked second on our list, with 42.9% of NAEP test takers demonstrating proficiency or higher in math and 36.83% achieving the same in reading. Utah students received the highest average SAT score in the nation, with average ACT and MCAT scores trailing just below Massachusetts.

New Jersey

New Jersey placed third in our ranking, with 39.42% of fourth graders performing at or above proficiency in math and 38.02% at or above proficient in reading. New Jersey scored higher average ACT scores than Utah, and its average SAT and MCAT scores ranked just below Massachusetts and Utah.

New Hampshire

New Hampshire’s standardized testing performance ranked fourth, with 39.96% of fourth graders demonstrating proficiency or higher in math and 37.02% achieving the same in reading. These rates dropped slightly through the eighth grade. New Hampshire had the highest average MCAT scores of any U.S. state.


Connecticut claimed the fifth spot in our ranking, where 37.01% of fourth graders demonstrated proficiency or higher in math, and 34.62% showcased the same in reading. Connecticut students maintained their overall performances through eighth grade, though math levels dropped by 7.06%. Connecticut’s average ACT and MCAT scores were on par with those of Massachusetts.

Bottom Five States

Mississippi, Alabama, West Virginia, New Mexico and Oklahoma ranked in the bottom five states for standardized test scores.

Various educational, economic and social factors influence these scores. For example, states with lower socioeconomic status may face challenges such as resource allocation to education or limited resources.


Mississippi ranked fifth-lowest in our ranking, with 32.07% of fourth graders demonstrating proficiency or above in math and 30.64% performing the same in reading. This trend continues through the eighth grade, with the percentages of students performing at this level declining to 17.75% in math and 21.98% in reading.


Alabama ranked fourth-lowest on our list, with 27.17% of fourth graders demonstrating proficiency or above in math and 28.26% demonstrating the same in reading. These performance levels persisted through the eighth grade, dropping by 8.48% in math and 6.23% in reading. Notably, Alabama students earned higher average ACT and MCAT scores compared to Mississippi; however, their average SAT scores were lower.

West Virginia

West Virginia placed third from the bottom, with 22.84% of fourth graders demonstrating proficiency or above in math and 22.28% achieving the same in reading. The percentage of students performing at this level dropped slightly through the eighth grade to 15.09% in math and 21.66% in reading.

West Virginia students saw lower average SAT scores than learners in Mississippi and Alabama; however, their average ACT and MCAT scores kept up.

New Mexico

New Mexico ranked second-to-last in terms of standardized testing performance, with just 19.12% of fourth graders demonstrating proficiency or higher in reading and 20.97% achieving the same in reading. Performance rates through the eighth grade dropped by 6.43% in math and 2.54% in reading. Students in New Mexico received the lowest average SAT scores of any state. However, their average ACT and MCAT scores were comparable to students in Mississippi, Alabama and West Virginia.


Oklahoma placed at the bottom of our ranking, with 26.83% of fourth graders demonstrating proficiency or higher in math, and 24.02% performing the same in reading. NAEP performances declined through the eighth grade, falling by 5.55% and 2.74% in math and reading, respectively.

The Bottom Line

Massachusetts, Utah, New Jersey, New Hampshire and Connecticut lead the nation in standardized testing performance. Overall, students in these states maintained strong NAEP performance levels through the eighth grade, with only minimal changes in reading and math performances.

Comparatively, the bottom five states—Mississippi, Alabama, West Virginia, New Mexico and Oklahoma—experience a sharper decline in proficiency levels from fourth to eighth grade.

These contrasting performances highlight how various factors may impact standardized testing outcomes at various grade levels, emphasizing the importance of addressing educational disparities.


To determine the states with the best test scores, Forbes Advisor Education obtained data on test performance at the elementary, middle, high school and college levels.

At the elementary level, we analyzed the percentage of fourth-grade students who scored at or above grade-appropriate proficiency in the math and reading sections of NAEP, according to government data from The Nation’s Report Card. We conducted an identical analysis of eighth-grade student scores.

To measure high school standardized test performance, we looked at the average ACT and SAT scores among test takers who graduated from high school in 2023. This data came from ACT and the College Board, respectively.

Finally, to measure how a state’s college-educated test takers compare, we used the average MCAT scores of medical students expected to earn their MD in 2023–24, separated according to students’ states of legal residence. This data came from the Association of American Medical Colleges.

Frequently Asked Questions (FAQs) About Standardized Testing

What is meant by a standardized test?

A standardized test is an assessment that’s administered and scored in a consistent and uniform manner across a broad population. Standardized tests are designed to measure students’ comprehension and competency in specific subject areas, evaluate overall academic performance and inform educational policies.

What are the problems with standardized testing?

Standardized testing often faces criticism from teachers, administrators and parents. Some argue that the one-size-fits-all approach overlooks students’ diverse learning styles and strengths. Moreover, some say standardized testing includes biases that can influence schools’ curriculums and funding allocations.

What are the pros and cons of standardized testing?

In primary schools, standardized testing offers a quantitative assessment of academic performance, theoretically removing subjective biases that come from individual instructors and district-specific assessments. Some say standardized testing favors certain learning styles and socioeconomic backgrounds and stifles creativity.

Is the SAT a standardized test?

The SAT is a standardized college entrance exam usually taken during the junior or senior year of high school. Many colleges and universities use SAT scores during admissions; however, schools commonly adopt test-optional admissions processes that do not require applicants to submit standardized test scores.

Thu, 04 Jan 2024 04:33:00 -0600 Mariah St John en-US text/html
Navigating standardised tests for US University Admissions in 2024 No result found, try new keyword!Standardised tests provide a common benchmark for universities to assess students' abilities across diverse educational backgrounds and institutions. Fri, 22 Dec 2023 20:30:00 -0600 en-us text/html Charlotte Badgley-Green: Here’s what is wrong with high school admissions in Chicago

Getting into a “good” high school is life or death. That’s what all teachers have drilled into my classmates and me since we knew what high school was.

“If you don’t get into a good high school, you won’t get into a good college, and then your life will be over!” That’s what they say to us in so many words, imprinting it on our minds and souls.


But that amount of pressure is placed on the backs of 12- and 13-year-olds. Can you imagine getting up every day, worrying about changing social dynamics, your appearance, puberty, your homework, sports and all of your extracurriculars, social media, and what high school you’re going to? It’s definitely more complicated than the 1980s, folks.

“Sure, but getting into high school all over the country is stressful,” naysayers argue. “Why are Chicago Public Schools students so whiny about it?”


There is, however, a reason for all the carrying on. Many of them, actually.

CPS has a systemic issue with discrepancies between white and nonwhite high school applicants, causing most top high schools — Walter Payton, Whitney Young and Lane Tech — to have more white students than of any other race. Chicago is a diverse city with no large majority of any race. So why are there so many white students at top schools?

In many cases, white families have more income than nonwhite families, and those families will be able to afford expensive tutoring and test prep classes that less financially fortunate students do not have access to. But this does not mean that students without test prep are less intelligent than students with it; in fact, it implies the opposite.

If students are able to make it into top schools without excessive training, it demonstrates that they are just as smart, and with proper guidance and tools, they would be able to do so much more.

But racial inequality is not the only problem with the CPS high school admissions process.

This year, the High School Admissions Test, or HSAT, had so many technical issues that CPS shut it down for weeks until students could retake it. The normal test anxiety my classmates and I felt was only heightened when we had trouble logging in and we read questions in Spanish, when we don’t even take Spanish as an elective.

This happened due to an issue with the testing vendor that CPS is using. The vendor was new, and the program testing was obviously not sufficient.

Can you imagine being super-stressed about an important test with the knowledge that other students in your class have had extensive test prep while you didn’t even know what to study? It would make an already hard and stressful situation even worse. Stress is known to make decisions more difficult. Nevertheless, everyone has to take the test to go to a “good school.”


This issue is not new. People have been calling for equality throughout the admissions process for years, but the only thing CPS has done is create the tier system.

In simple terms, the tier system separates you by the economic status of your neighborhood, with tier one being the poorest and tier four being the richest. But this doesn’t break down financial barriers in the way CPS undoubtedly hoped it would. Even in tier one, where the average income is the lowest, those with more money will still have an advantage.

Some people will also move from a house in tier four to a house in tier one, to attempt to beat the system. It works because the student’s tests will be scored based on the fact they “live” in a tier one community.

It’s hard to think of a good solution to this problem. CPS could expand the test to cover more subjects than just math and English, but that would just draw out the testing process and make the test harder to score and study for. CPS could make all of its schools just as good as Walter Payton, but our city is already so deep in debt, and that would be expensive to a fault.

Chicago Tribune Opinion


Read the latest editorials and commentary curated by the Tribune Opinion team.

But there is a better solution.

CPS should create free after-school study groups for the HSAT. Teachers would stay after school for an hour once a week or every other week starting at the beginning of the eighth grade school year and ending right after eighth graders take the admissions exam. This would provide an opportunity for children from lower-income families to receive the same test prep opportunities that upper- and middle-income students have.


Naturally, there will still be unfairness in the system. There are better teachers and more involved parents throughout Chicago. But one extra hour of test prep could mean the difference between getting in to Lane Tech or not.

And of course, this would be expensive. The overtime hourly rate for teachers is about $47.88, and there are around 460 middle schools in CPS. This would amount to $22,024.80 per week. But with how responsibly Chicago spends its money, this wouldn’t be much of a struggle. Chicago spent more than $3.5 million on the 2023 NASCAR race. How much is roughly $22,000 a week?

What is the price that CPS is willing to pay for fair and equal educational opportunities? What is the price of educating the next generation?

Charlotte Badgley-Green is an eighth grader in Chicago Public Schools who is going through the high school admissions process.

Submit a letter, of no more than 400 words, to the editor here or email

Tue, 02 Jan 2024 15:00:00 -0600 en-US text/html
Medical admission test on February 9

The admission test for medical colleges under 2023-24 academic sessions will be held on February 9.

The one-hour-long admission test will begin at 10am on the day.

All coaching centres will remain closed for a month.

The decision was taken at a meeting on the MBBS and BDS admission tests for the academic year 2023-24 held at the Ministry of Health and Family Welfare on Sunday.

Health and Family Welfare Minister Zahid Maleque presided over the meeting.

Sat, 23 Dec 2023 23:35:00 -0600 en text/html
Quality education still elusive despite years of experiments

Representational image.

One experiment after another carried out in the country’s education sector over the years resulted only in failure as questions still plague the sector’s basic standard and quality.

These experiments have been imposed on the mainstream Bangla-medium students in an unjust way, creating tension in the sector, eminent educationists observed and demanded a holistic approach to check the damages.

Since independence in 1971, different curricula have been introduced, methods of holding public examinations have been changed, some commissions were formed and policies have been framed along with a massive infrastructural development taking place to achieve the desired improvement of education which one of the fundamental rights of the people.

In the war-torn Bangladesh, education, religion and culture were brought under the purview of a single ministry in 1972, which in 1974 became education and culture ministry. In 1984, the jurisdiction was changed again for the ministry to become the education, science and technology ministry. In 1993, it became education ministry, while in 2003 a separate primary and mass education ministry was also formed. From then on the education and primary and mass education ministries oversee the country’s institutional educational activities.

The Qudrat-e-Khuda Education Commission, formed in 1972, stipulated in its ‘Bangladesh education commission report’, published in 1974, that the four fundamental principles of the state must be reflected at all levels of education. According to the report, creating a synthesis between the main principles of education and the four fundamental values of the state championed by the 1972 Bangladesh constitution, the aims and goals of education in Bangladesh should be set forth.

Based on this synthesis, the report further stipulates the aims and goals of education in a set of values such as—nationalism, socialism, democracy, secularism, patriotism, enlightened citizenship, humanism, and world-citizenship, moral values, education as a weapon of social transformation, applied learning for economic development, proper respect for manual work, organisational leadership qualities, creativity research and social progress, education for political and economic advancement.

Fifty years later, those reflections and stipulations remain still equally relevant and largely unachieved.

Meanwhile, different methods have been introduced in the public examinations to assess the quality and level of learning, particularly among the secondary level students, including multiple-choice question (MCQ) system in 1992, grade point average (GPA) system in 2001 and creative questions in 2010.

Despite a government ban in 1980 on the printing, publication, import, distribution and sale of notebooks on textbooks, the market is virtually flooded with such notebooks, affecting the effectiveness of these assessment methods.

Another of such experimentations is the Junior Secondary and equivalent examinations for Class VIII  students, which was introduced in 2010 and abolished in 2020.

As for the Class V students, the Primary Completion Examinations were introduced in 2009. This was also abolished in 2020. The old system of the primary scholarship exams, which was closed in 2009, saw reintroduction, but only for one year in 2022.

Lastly, the government introduced the new national curriculum in 2023 based on continuous assessment.

For the tertiary level, the government introduced the cluster-based public university admission test system in 2019–2020 academic year. The 50 public universities of the country are joining the system gradually with 35 are scheduled to join it this year.

However, plan for introducing a unified admission test for all public universities in 2023 remains unfulfilled till now. 

Huge criticism drew all these initiatives questioning the fruitfulness.

‘Instead of improving the quality of education, these experiments created negative impacts on education,’ said Dhaka University professor emeritus Serajul Islam Choudhury.

For example, he said that neither the teachers, nor the students, nor the guardians understood the creative question method.

‘The creative question method increased the dependency on guidebooks and coaching centres,’ the eminent educationist continued, adding, ‘these experiments are entirely unjust. Without any research and only by copycatting others this cannot be implemented.’

Professor Muhammed Zafar Iqbal, a member of the committee for formulating the then curriculum based on creative questions, said that the previous curriculum did not work as the teachers did not prepare the questions the way they should have done.

‘The teachers just copied the questions from the guidebooks which compelled the students to read the guidebooks,’ he said, adding, ‘that was why it did not work.’

Serajul Islam Choudhury also said that abandoning of PCE and JSC exams prove their uselessness.

Terming the new curriculum as similarly radical, Serajul said that this may create chaos in two ways: institutions may not have sufficient teachers with an adequate grasp of the new curriculum, while the existing teachers may have a general lack of understanding of the curriculum. 

‘Quality of education mainly depends on the teachers. We failed to bring skilled teachers because we cannot provide them with adequate salaries and respect. The teachers stay unsatisfied and depend on giving private tuition. If we cannot bring meritorious people in the education sector as teachers the quality of education won’t improve,’ he continued. 

He further pointed out that no such experiments had been done on the English-medium students, whereas only the mainstream Bangla medium students had to bear the burden. 

Despite some progress the education sector is being driven by rote learning and a race to secure GPA 5 in examinations, said Qazi Kholiquzzaman Ahmad, the founder chairman of Dhaka School of Economics.

He, also the co-chairperson of the 2010 Education Policy Formation Committee, said that ‘education’ means students must understand what they are learning and are able to think and question.

‘We still lack at these things,’ he observed and added that though the new curriculum is good but the people tasked with its implementation should have more preparation.

‘It’d be better to follow one method of education instead of doing so many experiments. Nowadays modes of education are changing rapidly. This tendency is creating a tension in the education sector,’ Kholiquzzaman Ahmad said.

He urged the government to implement this curriculum and the 2010 policy properly.  

‘For building a smart Bangladesh we need skilled people,’ he said, adding, ‘when the foundation is soft, the upper layers will be soft too.’

According to the ‘Bangladesh sample vital statistics 2022’ the literacy rate in Bangladesh is 76.8 per cent among the population aged seven and above. At primary level the net enrolment rate is 97.56 per cent, as per the Annual Primary Education Statistics 2022.

The National Student Assessment 2022 in Bangladesh report, conducted by the Directorate of Primary Education in association with UNICEF on students of Class III and V, showed that only half of the primary students in Bangla and a third in mathematics are at grade level competencies.

BRAC University professor emeritus Manzoor Ahmed said that education sector is a multi-dimensional sector, while the mechanism should work in a holistic approach for the general, vocational, madrassah and English medium.

‘The Education Policy 2010 recommended formation of a permanent education commission which would work with a holistic approach for ensuring quality education,’ he said, adding, ‘but the policymakers don’t want it because they want to keep power in their hands for fulfilling their own narrow interests.’

‘The government is saying that the new curriculum will stop the coaching and guidebook businesses, the same thing they said when they had introduced the curriculum based on the creative question method,’ he mentioned.

Manzoor Ahmed also blamed the trend of politicisation for many kinds of malfunction.  

‘There are many committees but they don’t function as people with political consideration work there,’ he said, adding, ‘we need skilled teachers, more resources, decentralisation of education facilities and keep this sector out of politics for a better future.’

Most of the electoral pledges of the ruling Bangladesh Awami League made in 2008 for education have yet to be met, he added.

The party in its 2008 election manifesto said that enrolment at the primary level will be increased to 100 per cent net by 2010, illiteracy would be eliminated by 2014, quality of education would be improved and higher salary would be ensured for teachers.

Dhaka University Institute of Education and Research professor M Tariq Ahsan, also a member of the National Curriculum Development and Revision Core Committee, said that no big changes came in the education sector over the years as it has largely remained teacher-centric and rote learning and written-test based.

‘As a result, the main objective of education, which is to achieve competency based on knowledge, skills, values and viewpoints, remains missing,’ Tariq Ahsan said.

He mentioned that when enrolment has increased, high dropout rates, which are 14 per cent in primary level, 35 per cent in secondary and 21 per cent in higher secondary level, still pose a tough challenge.

The new curriculum would change the situation as it is more life oriented and realistic, he hoped.

National Curriculum and Textbook Board member (curriculum) professor Md Moshiuzzaman said, ‘In 1996 when we changed the curriculum we found out through research that due to memorisation and exam based curriculum, the aim of education was not achieved. We then introduced MCQ in 1996’.

He also said that in 2012, during revision of the curriculum, they again found that dependence on memorisation had not been reduced and to mend the situation creative question method was introduced.

‘Between 2017 and 2019 we conducted further research,’ he said, adding, ‘we want to do better and progress more. So we introduced this new curriculum.’

Wed, 03 Jan 2024 05:08:00 -0600 en text/html
The Editorial Board: Low test scores in WNY, as they do elsewhere, indicate deeper problems

They say the scores don’t tell the whole story, which is a relief. Because if they did, it would be a depressing story. As it is, this is still a narrative of inequity, regardless of how the results are weighted.

New York State’s latest assessments in English language arts and math – the first based on recently adopted Next Generation Learning Standards – show 27% proficiency in English language arts and 23% proficiency in math for third through eighth grade Buffalo Schools students.

Many caveats must be taken into account, but the general conclusion remains the same: The problems behind these scores are persistent and – regardless of how testing is weighted – must be addressed with understanding, innovation and action that addresses root causes. It’s crucial to understand that these root causes won’t be alleviated by better test preparation.

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The facts that the tests are based on new standards, that they must still reflect pandemic-related learning loss and that tests are weighted much differently than in previous years make comparisons to previous years unhelpful. Which is just as well.

Because it will not help to obsess about test results and make success in education wholly dependent on test results. That way of thinking is firmly in the rear view mirror for many education experts and school districts. It is a way of thinking that leads to teachers spending more of their time preparing students for tests than educating. That standardized testing is increasingly being discarded in college admission requirements is further indication of this shift.

Nonetheless, these scores are a key indicator of persistent inequity.

As a recent Washington Post analysis by education writer Valerie Strauss noted, “One thing standardized tests have been consistent at showing over the years is the correlation between scores and whether a child lives in poverty.”

Alexandra Freidus, professor of educational leadership policy at the University of Connecticut, concurs, saying “race or socioeconomic status is the best predictor” of student performance on standardized exams.

This is certainly borne out in the Western New York results. In Williamsville, 70% of students were deemed proficient in ELA, and 78% were proficient in math. The scores at Buffalo’s Houghton Academy, where 74% of the students are considered economically disadvantaged, were 30% in ELA and 25% in math. Herman Badillo Bilingual, with 98% minority enrollment and 81% considered economically disadvantaged, was among the lowest performing, with 13% proficient in ELA, and 7% in math.

Should teachers at Houghton and Herman Badillo spend more classroom time preparing students for these tests? An easy answer would be “yes,” but it’s become clearer than ever before that it’s the wrong answer.

Finding the way to a better answer has become the work of many talented voices in the realm of public education. Like TED speaker and education scholar Anindya Kundu, who believes that community members of all kinds should be invested in the education of other people’s children and has outlined key social and environmental factors that help students develop agency.

Or like Rafiq Kalam Id-Din II, the founder of a Bedford-Stuyvescent charter school that puts the mental health of its students at its core and envisions a future with a mental health practitioner in every classroom, co-teaching. Giving kids tools for life, not just rote-learning for tests, is Kalam Id-Din’s goal.

Strauss’ Post article also reports that Rep. Jamaal Bowman, D-N.Y., the former principal of a middle school in the Bronx, has introduced legislation that aims to change federal law that requires these tests. The bill is called the More Teaching Less Testing Act, which seeks to allow states more flexibility in designing and administering summative tests. It’s important to note that this thinking has bipartisan support, with states like Georgia and Florida also looking at decreasing or discarding testing mandates.

Tests will always be with us. But it is becoming ever clearer that test results indicate a deep hole that a No. 2 pencil will never be able to fill.

What’s your opinion? Send it to us at Letters should be a maximum of 300 words and must convey an opinion. The column does not print poetry, announcements of community events or thank you letters. A writer or household may appear only once every 30 days. All letters are subject to fact-checking and editing.

Tue, 26 Dec 2023 21:30:00 -0600 en text/html
How a strong GRE score can boost your business school application In today's interconnected world, many students are drawn to the idea of pursuing higher education overseas to broaden their perspectives and enhance their career trajectories. However, some remain unaware of the expansive opportunities the GRE General Test offers to help them progress on their journey. This multifaceted exam isn't limited to those eyeing STEM or humanities courses; it's becoming increasingly pivotal in business school admissions, as well.

Recent changes made to GRE test have streamlined the assessment. The test duration has been reduced to under two hours from its earlier near-four-hour format. This concise version of the GRE underscores ETS’s dedication to refining the test experience for students, without compromising the score's integrity and dependability that global institutions trust. Furthermore, students will now receive their official GRE scores even more promptly, within 8-10 days post-examination.

The shorter GRE remains section level adaptive, granting students flexibility to answer questions in sequences that suit them and modify their responses as needed, within each timed section. More than 1300 business schools in 72 countries accept GRE scores for their master’s, MBA and doctoral programs. The test is also accepted for admission to tens of thousands of graduate programs around the world, reflecting the GRE’s position as a strong option for pursuing graduate and professional studies across disciplines. Moreover, since GRE scores are valid for five years, they offer students the leeway to thoughtfully consider their graduate and professional school choices, and the option to change majors or delay their plans and not have to take another exam.
Some of the top global B-schools that accept GRE scores:
Harvard Business School
Cranfield University
Deakin University
Stanford University Imperial College Business School – London
Murdoch University
Massachusetts Institute of Technology London Business School University of Melbourne (Melbourne Business School)
Boston University
Oxford University
University of Sydney
University of Pennsylvania
University of Cambridge
Australian Graduate School of Management

In India, the number of GRE test-takers has surged impressively, rising from approximately 66,000 in 2020-21 to 1.11 lakhs in 2021-22 – marking a notable 68% increase. Nearly 60% of these candidates opted for STEM programs.
The Open Doors Report 2022-23, released by the U.S. State Department and the Institute for International Education (IIE) earlier this month indicates a significant rise in Indian students enrolling in American universities. The report reveals that the number of Indian students in American universities increased by 35% to 2.68 lakh in 2022-23. Master’s students witnessed the highest growth in enrolment with a 40% rise in 2022-23, with bachelor’s students witnessed a 13% increase in the same period. In this article, you will explore how GRE can pave the way for opportunities in academic and professional spheres.

Global Gateway to Graduate Premier Programs Across Domains

The GRE is a significant asset for those targeting competitive business programs. Admission committees consider many sources of information about applicants’ educational background, experiences and career interests, but GRE scores play a unique role as a standardized assessment taken by all applicants. A commendable GRE score not only underscores a student's readiness for graduate-level work but also bolsters their standing because it shows their dedication to achieving their educational goals.

Opportunities for Scholarships and Assistantships

Institutions value GRE scores as an indicator of readiness for advanced studies that is common across all applicants. Its standardization ensures a level playing field for all aspirants. Incorporating strong GRE scores in an application not only amplifies one’s chances for admittance to the program of their choice, but also of obtaining scholarships, fellowships and assistantships, as many of the organizations and institutions offering these benefits also require GRE scores.

Demonstrating Requisite Skills

The GRE test measures skills that graduate and business programs have identified as critical for success, and therefore, that they look for in their applicants. GRE scores reflect candidates’ proficiency in critical thinking, verbal reasoning, quantitative reasoning, and analytical writing – skills that students will actually use in the classroom across most disciplines. Although coursework and GPAs can also indicate proficiency in these skills, GPAs vary greatly across countries and across programs based on the rigor of the institution. This is where a standardized measure holds special value for the admissions committee. The GRE can also help a student provide an additional verification of their skills, which can be useful if their undergraduate performance was not as solid as they wished it had been.

Unlocking Career Prospects

GRE performance extends benefits beyond the academic realm. Various industry sectors acknowledge the merit of GRE scores as indicators of analytical and problem-solving abilities. In the job market, GRE scores can distinguish a candidate, potentially leading to better career avenues and enhanced remuneration packages.

Fostering Personal Growth and Tenacity

Preparing for the GRE requires planning, focus and perseverance. This journey hones essential skills that are important in academia and in life, such as time management, discipline, and intrinsic motivation. The fortitude and personal growth cultivated during test preparation can be invaluable in addressing the complexities of an academic or professional setup.

Summarily, the GRE offers access to multiple graduate programs, and unveils a spectrum of career paths. It is an excellent reflection of test-takers’ proficiency in critical thinking, verbal reasoning, quantitative reasoning, and analytical writing and hence becoming pivotal in the b-school admissions process.

The author is Country Manager, ETS India & South Asia
Mon, 01 Jan 2024 17:11:00 -0600 en text/html
Balancing the potentials and pitfalls of AI in college admissions No result found, try new keyword!There is not a typical day in an admissions office according to Ryan Motevalli-Oliner ME '20, associate dean for enrollment operations at Kenyon College in Gambier, Ohio. As a small private school, ... Tue, 02 Jan 2024 01:13:27 -0600 en-us text/html Mentors’ Chittagong Lighting the way to dream globally

High school is daunting, for everyone. Soon, you'll finish your HSC or A levels and go out of the predefined structure of school curriculum to venture into an open world of possibilities. There are great options in the country. And if you decide to go abroad, the possibilities are endless. However, navigating the process can seem confusing, and to be honest, a bit scary. There's a misconception that if you want any higher education support service, you have to come to Dhaka. But that is not the case. One such great example is Mentors', a leading student consultancy and prep organisation, which has been successfully helping aspiring students meet their dreams in Dhaka, Chattogram, Sylhet, Rajshahi, Moulvibazar, Rangpur, and Khulna.

Their journey began in 1996 in Dhaka, where they established themselves with a stellar team of teachers, comprehensive courseware, and an abundance of practice tests to ensure complete preparation. They prioritised interactive classrooms that cater to individual needs, expert advisory panels for unwavering support, and access to all the essential information you need to navigate this crucial journey.

Their success in nurturing students for admission tests at IBA, NSU, EWU, and other universities for programs like BBA, MBA, EMBA, and standardised tests like IELTS and SAT spoke volumes. So much so that their demand crossed cities, leading them to expand their services beyond Dhaka, starting with Chattogram.

"Mentors' Chittagong carries the torch of exceptional standards and outcomes set by its parent branch," says Manzuma Murshed, the founder of Mentors' Chittagong. "Our personalised counselling and tailored support, putting the student at the heart of everything we do, is the secret fuelling our remarkable success. The overwhelming gratitude from our students is the best reward."

Murshed, an inspiration in a city like Chattogram where societal barriers can hold some women back, has spearheaded a positive shift in the local education landscape. Under her leadership, Mentors' Chittagong services are readily accessible, not just through the main branch but also through dedicated helplines, email support, and active social media platforms. They go the extra mile, conducting regular seminars, workshops, and webinars to equip students with valuable insights and updates for their higher education journey.

For a student seeking Mentors' Chittagong guidance, the journey starts with an initial assessment to understand their unique goals and aspirations. This becomes the blueprint for their personalised roadmap, encompassing expert guidance on test preparation, university selection, application procedures, and visa support. They don't just guide; they walk alongside you, offering personalised counselling, assistance with document preparation, and interview preparation to ensure a smooth and successful voyage. No matter your stage in the process, their quality service remains readily available.

Moreover, recognising financial and other hurdles some students face, Mentors' Chittagong extends a helping hand through scholarship programs and mentorship initiatives. They break down barriers and empower dreams, ensuring every student has a fair chance to chase their academic aspirations, wherever they may lead.

When the pandemic hit, Mentors' Chittagong faced a unique challenge like the rest of the world, how to continue their service when no one can meet each other? Without hesitation, they turned to technology. They organised virtual tours and online sessions, and continued their access to valuable information and guidance. And they continue to use technology to provide quality service for students at any time, at any place they are. They provide virtual counselling sessions, online workshops, and webinars. They connect students with alumni and experts from around the world.

And it is no surprise, for ambitious students dreaming of pursuing higher education in international destinations like the UK, USA, Canada, Australia, and Malaysia, Mentors' Chittagong has become a trusted navigator. Over the past seven years, their success in guiding to prestigious universities has changed the lives of hundreds of students.

"My passion for education and empowering students to study abroad actually stems from my own experience. When I had the opportunity to study abroad, it completely transformed my perspective and opened up a world of possibilities. I wanted to share that same life-changing experience with others," says Murshed. "You have the potential to achieve great things, and Mentors' Chittagong is here to support you every step of the way. We understand that the journey can seem overwhelming, but with our guidance and expertise, we can turn your dreams into reality. From test preparation to university selection, application assistance to visa guidance, we have the resources and knowledge to help you succeed. So, don't hesitate to reach out to us and let us be your partner in this incredible journey."

Tue, 02 Jan 2024 05:21:00 -0600 en text/html
National Aptitude Test in Architecture 2024 score to be valid for 2 years

Council of Architecture (CoA), an autonomous statutory body of the Ministry of Education, Government of India has announced the details of the National Aptitude Test in Architecture (NATA) for admissions to Bachelor of Architecture (B.Arch) Programme for 2024.

Those desirous of admission to B.Arch Programme needs to qualify an Aptitude Test in Architecture conducted either by NTA (as part of Joint Entrance Examination (JEE) Main) or NATA conducted by the Council. The actual admissions shall be carried out only by the concerned competent authorities of the respective States / UT’s etc., Institutions based on valid NATA score and eligibility criteria prescribed by CoA and concerned authorities.

NATA is an Aptitude test that assesses a candidate’s ability through a variety of testing formats. NATA measures the aptitude of the applicant for Architecture, through assessment of cognitive skills, visual perception and aesthetic sensitivity tests, logical reasoning and critical thinking ability, etc., besides the learning that the candidate has acquired over the past years.

NATA shall be conducted on all Saturdays and Sundays starting from April and extending to July, 2024 in two sessions on the examination dates, subject to the number of candidates registered for the session. Candidates need to indicate their preference for session & city of examination while registering at NATA portal The Tests shall be conducted from 06-04-2024 onwards with Session 1 from 10 a.m. to 1 pm and Session 2 from 1.30 pm to 4.30 pm on the examination days. One can appear for a maximum of 3 attempts in NATA 2024 in one academic year. The best score out of all the attempts shall be considered for declaration of results. The score of the NATA Test would be valid for a period of 2 academic yearsfrom the year in which it appeared.

The test will carry a maximum of 200 marks and will be in 2 parts. Part A carrying a maximum of 80 marks will be a Drawing and Composition Test of 90 minutes’ duration and will be conducted as an offline Test. It will have 3 questions from (i) Composition and Colour -25 Marks (ii) Sketching & Composition (Black and White)- 25 Marks (iii) 3D Composition - 30 Marks. Part B of 90 Minutes duration will be a computer based online Test carrying 120 marks and having Multiple Choice Questions (MCQ) with 30 questions each of 2 marks and 15 questions each carrying 4 marks. Questions will be from Visual Reasoning; Logical Derivation; G.K., Architecture & Design; Language Interpretation; Design Sensitivity; Design Thinking and Numerical Ability.

To Qualify NATA 2024, applicant should score (i) A minimum of 20 marks in Part A (ii) A minimum of 30 marks in Part B (iii) minimum of 70 marks out of 200 as aggregate of Part A and Part B. In case the candidate appears in multiple tests, all the previous scores shall appear on the scorecard. The best score obtained in all attempts shall be taken as the valid score for NATA 2024.

To appear in NATA 2024, applicant should have (i) Passed or should be appearing in 10+1 Examination with Physics, Chemistry and Mathematics or (ii) Passed or appearing in 10+2 Examination with Physics, Chemistry and Mathematics or (iii) Passed or should be appearing in 10+3 Diploma Examination with Mathematics as a subject.

However, admission to B.Arch., Course shall be made as per the eligibility prescribed in the Council of Architecture (Minimum Standards of Architectural Education) Regulations, 2020. Accordingly, Applicants should have passed 10+2 or equivalent examinations with Physics, Chemistry and Mathematics as compulsory subjects with at least 50% marks in aggregate or passed 10+3 Diploma Examination with Mathematics as compulsory subjects with at least 50% marks in aggregate. However, a proposal for amendment in above Eligibility Criteria has been submitted by CoA for approval of the Central Government. The revision in eligibility, if any, shall be notified upon approval.

Application: Online form filling for NATA 2024 will start on 1st February 2024 (On 1st March 2024 as per Information Brochure) at the NATA portal,

Appearing in the second or third test is not mandatory and is purely at the discretion of the applicants. Candidates can register themselves for one test or maximum of three Tests in one academic year by filling in the application form appropriately.

More details are given in the NATA Information Brochure available at

Fri, 29 Dec 2023 19:34:00 -0600 en text/html

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