The use of the general achievement test in student selection at Monash University: A preliminary evaluation - Dr Clare Hourigan

Sep 20, 2026

Uploaded by Quinn

A preliminary evaluation examines Monash University’s 3-year 2008 pilot that used General Achievement Test (GAT) scores as supplementary information for student selection, alongside the ENTER metric derived from VCE. The study was motivated by UK admissions review recommendations supporting aptitude tests and aims to improve selection of students likely to succeed at university. Predictive analysis using 4,270 commencing students found ENTER as the strongest single predictor of first-year marks, with GAT adding significant incremental value, especially for lower-ENTER applicants.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Background

Increasing participation and diversifying the student population while maintaining quality

Admission policies and quality assurance

The use of the general achievement test in student selection at Monash University: A preliminary evaluation Dr Clare Hourigan University Planning & Statistics, Office of Planning & Quality, Monash University Introduction In 2008, Monash University commenced a 3 year pilot program to use General Achievement Test (GAT) scores as supplementary information to the ENTER (Equivalent National Tertiary Entrance Rank) which is used to select students who apply to the University on the basis of their Victorian Certificate of Education (VCE) . The University wanted to improve its ability to select students who would succeed at university and believed that an aptitude test could provide additional information about a student’s potential. The catalyst for this was a 2004 UK government instigated review of university admissions, and the subsequent recommendation of the use of aptitude tests for admissions to UK universities. This recommendation was partly based on the findings of a pilot of the Scholastic Assessment Test (SAT) . This study showed that some students scored well enough on the SAT to be considered for selection at top ranked universities even thought they hadn’t obtained the necessary secondary schooling results (McDonald, Newton & Whetton, 2001) . The GAT was chosen because it had the advantage over other aptitude tests, such as the UniTest trialled at Monash’s Berwick campus in 2007, in that it is undertaken by all students doing their VCE and therefore no extra burden would be placed on students and administrative overheads would be minimised . Additionally, extensive analysis was conducted by Professor Rob Hyndman and Dr. Muhammad Akramat Monash University to measure the predictive value of GAT results on first year marks. The study was undertaken using the results of 4,270 students commencing in 2004. It was found that overall a student’s ENTER is the best predictor of their first year marks, accounting for 35.4% of the variance when used on its own although this varies by course. However, the addition of GAT scores improved predictability by about 3% and the effect was significant (Hyndman & Akram, 2006, p. 11) . Additionally, when used on its own, the GAT was also found to be a strong predictor accounting for 32.3% of the variance in average marks (Hyndman & Akram, 2006, p. 12) . The predictive nature of the GAT was also stronger for students with lower ENTERs suggesting that the GAT may be most useful for students on the borderline of receiving a Monash offer. An extensive consultation process then commenced with key stakeholders, including the Victorian Minster of Education and the Victorian Curriculum and Assessment Authority. Additionally a joint Monash/Victorian Tertiary Admissions Centre (VTAC) discussion paper was sent to all Victorian secondary schools. There was little objection to Monash’s proposal to pilot use of the GAT, for three years, as additional information for consideration in middle band selection (which is where approximately 20% of places are assessed on a range of extra criteria for applicants with ENTERs below the ‘clearly‐in’ score) . The main reasons for piloting the GAT were: 1. To differentiate between middle band applicants to identify those most likely to succeed at university. 2. To assist in identifying and selecting applicants who were likely to succeed at university but had underperformed in Year 12 due to personal circumstances or educational disadvantage. This paper provides a preliminary evaluation of the GAT pilot to monitor the extent to which it is meeting its aims. Background Increasing participation and diversifying the student population while maintaining quality The 2008 Review of Australian Higher Education highlighted the important role that the higher education sector has in preparing Australia for the demands of a global economy but found that the sector is not keeping up with current and future labour market demands for university qualifi

FAQs

Why did Monash University pilot the GAT in student admissions?

Monash aimed to strengthen student selection by using an aptitude test that could provide additional information about applicants’ potential and success at university.

How was the predictive value of the GAT assessed?

The evaluation analyzed results from 4,270 students who commenced in 2004, measuring how well ENTER and GAT scores predicted first-year marks.

What did the study find about ENTER and GAT predictors?

ENTER was the best predictor overall when used alone, and adding GAT scores improved predictability by about 3%, with stronger GAT usefulness for students with lower ENTERs.

Sep 20, 2026

Uploaded by Quinn