General Academic Prerequisites Test (GAP)
For a university, the deciding factor is not the extent to which an applicant has mastered the basics of a given field of study (these are otherwise part of individual university courses), but rather the extent to which the applicant is able to master learning itself. This can be determined by a test of academic prerequisites. Applicants with certain (confirmed) academic prerequisites display extensive and realisable academic potential.
Concurrent validity of the GAP and the SAT
Correlation analysis proves that overall outcomes of the SAT and GAP tests are highly correlated, either by means of rank Spearman correlation (0,739) or the common Pearson correlation (0,761).
Statistical Report: Concurrent validity of the GAP and the SAT (PDF)
The number of universities that use the Test of General Academic Prerequisites (GAP) is growing. The result of this test does not depend on knowledge, but primarily on the applicant’s basic ability to learn. More depends on the qualities of the applicant. Unlike tests concerned with the knowledge of a subject, the GAP result is much less affected by the type and quality of school or whether the applicant had a good or bad teacher in the given subject. Thus, the GAP test is more reliable.
This test is not similar to subject tests or tests of “general knowledge”. Rather, the test that Scio developed is derived from the GRE (Graduate Record Examinations, see www.ets.org) test model, which has been used in tertiary education in the United States since 1966.
The Test of General Academic Prerequisites does not examine the applicant’s level of knowledge, but rather the ability and skill that determine whether a person can successfully study at university. The GAP test determines the most various operational, combinational, comprehension and other abilities which directly shape the learning process:
- work with text (precise comprehension, vocabulary, relationships within a text, ability to differentiate meanings)
- work with information (speed of orientation, selection, precise evaluation, combining)
- logical consideration (precise comprehension, work with several conditions, conveyance of given conditions to new relationships)
- work with quantities (variables, operations, functiions, graphic expression of quantities)