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It defines what admissions tests are and identifies the characteristics of a “good” test, explaining why HEIs rely on test results within holistic decision-making. It reviews the SPA programme’s background, methodology, and research, including visits to HEIs, fairness and widening participation issues, and issues for consideration and further development.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/spa-report-on-admissions-tests-used-by-higher-education-institutions-june-2007/297216/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/spa-report-on-admissions-tests-used-by-higher-education-institutions-june-2007/297216.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-18",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What purpose do admissions or aptitude tests serve for higher education entry?","Question",{"text":113,"@type":114},"They complement existing UK qualifications and skills and help differentiate high-achieving applicants where differentiation is difficult. Test results contribute as additional information within a holistic assessment process.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the SPA programme approach research on admissions tests?",{"text":118,"@type":114},"SPA defines admissions tests and evaluates their use through methodology and research, including visits to over 60 HEIs across the UK to review how tests are used, developed, evaluated, and how they relate to undergraduate success.",{"name":120,"@type":111,"acceptedAnswer":121},"What does the report say makes a ‘good’ admissions test?",{"text":122,"@type":114},"A good test is relevant, reliable, and valid, and is fit for purpose regardless of the qualifications an applicant has studied post-16. 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Executive Summary  \n2. Introduction – SPA: The Supporting Professionalism in Admissions Programme  \n3. Background  \n4. SPA methodology and research into admissions tests  \n5. What are admissions tests?  \n6. What makes a ‘good’ admissions test?  \n7. Why are HEIs using admissions tests?  \n8. What admissions tests are being used?  \n8.1 Generic tests (being piloted via testing bodies)  \n8.2 ‘National’ tests for subjects (developed by testing bodies or with an HEI/group of HEIs )  \n8.3 Institutions’own tests (some institution devised, some devised by or with testing bodies)  \n9. What could be used instead of admissions tests?  \n10. Issues for consideration  \n11. Further work and developments  \n1. Executive Summary  \nA number of Higher Education Institutions (HEIs) use admissions or aptitude tests to complement the existing UK qualifications and skills required for entry. It is particularly but not exclusively high demand subjects where differentiation between high achieving applicants is the most difficult. Additional information, including the admissions test result, is used in the holistic assessment of the applicant as part of the decision making process.  \nThis report defines what is meant by an admissions test , and what makes a ‘good’ admissions test. It highlights why they are being used, the different types and numbers of tests being used, briefly looks at alternatives to testing (mainly related to changes to the English 14-19 curriculum at this stage) and further issues for exploration in this complex and diverse area.  \n2. Introduction  \n2.1 The Supporting Professionalism in Admissions (SPA) programme was established in 2006 originating from a recommendation in the 2004 Report ‘Fair Admissions to Higher Education: Recommendations for Good Practice, which was the outcome of the request by Charles Clarke, the then Secretary of State for Education and Skills, to Professor Steven Schwartz to lead an independent review of the options that English higher education institutions should consider when assessing the merit of applicants for their courses. [Note: Although the Schwartz report referred to England, HEIs in other administrations in the UK have taken forward the principles]  \n2.2 SPA works closely with higher education institutions, schools and colleges and other stakeholders. It leads on the development of fair admissions, providing an evidence base and guidelines for good practice and helping higher education institutions maintain and enhance excellence in admissions, student recruitment and widening participation across the UK higher education sector. The programme is independent, funded by all the UK higher education funding councils/bodies and comprises a small team of four who have a combined experience of over 50 years in admissions. The SPA website highlights the research, good practice and professionalism identified by SPA from visits and activities including information about current admissions tests used by universities and colleges of [higher education. Website:](higher education. Website: www.spa.ac.uk)[ www.spa.ac.uk](higher education. Website: www.spa.ac.uk).  \n2.3 The SPA Steering Group chaired by Sir Muir Russell (Vice-Chancellor and Principal of the University of Glasgow) consists of a wide range of representatives from Universities UK, GuildHE, UCAS-the Universities and Colleges Admissions Service , the HE Academy, UK government (including each of the devolved administrations) and HE funding councils, Association of Colleges, the pre-HE sector and the HE sector (including expert admissions practitioners) . The SPA team isin regular contact with senior staff across all the UK administrations and education, learning and HE funding bodies and departments. Although the SPA Programme is based at UCAS and values the synergy of working closely with UCAS staff, it is not part of UCAS.  \n3. Background  \nOne early obj","cbCaifcrnngak79h","https://ap.wps.com/l/cbCaifcrnngak79h","pdf",334216,12,"English","# Executive Summary\n# Introduction – SPA: The Supporting Professionalism in Admissions Programme\n# Background\n# SPA methodology and research into admissions tests\n## What are admissions tests?\n## What makes a ‘good’ admissions test?\n## Why are HEIs using admissions tests?\n## What admissions tests are being used?\n## What could be used instead of admissions tests?\n## Issues for consideration\n## Further work and developments","[{\"question\":\"What purpose do admissions or aptitude tests serve for higher education entry?\",\"answer\":\"They complement existing UK qualifications and skills and help differentiate high-achieving applicants where differentiation is difficult. Test results contribute as additional information within a holistic assessment process.\"},{\"question\":\"How does the SPA programme approach research on admissions tests?\",\"answer\":\"SPA defines admissions tests and evaluates their use through methodology and research, including visits to over 60 HEIs across the UK to review how tests are used, developed, evaluated, and how they relate to undergraduate success.\"},{\"question\":\"What does the report say makes a ‘good’ admissions test?\",\"answer\":\"A good test is relevant, reliable, and valid, and is fit for purpose regardless of the qualifications an applicant has studied post-16. It should also support fairness, widening participation, access, and equality of opportunity.\"}]","SPA Report on Admissions Tests used by Higher Education Institutions - June 2007 | PDF"]