ABOUT EDUTEST

Edutest is an educational assessment organisation that consists of highly qualified educators, educational

psychologists and technical support staff, with many years of experience in education.

Edutest is based on the philosophy of providing schools and parents with accurate and objective

measures of student academic performance.

ABOUT THE ENTRANCE TESTS

The Entrance Exams are comprised of Ability tests and Achievement tests. There are 6 tests in total, which take approximately 3 hours to complete. There will be a short break of about 15 minutes after the completion of the Numerical Reasoning test. The Ability tests Ability tests are designed to measure a child’s ability to think, reason and solve problems, without

necessarily relying on prior knowledge. Ability generally predicts how quickly a child will be able to learn

and the level of complexity they can comfortably deal with. Verbal Reasoning:

• A multi-choice test that measures the ability to think and reason using words and language.

• Items tap vocabulary, word relationships, classification and deduction.

Numerical Reasoning:

• A multi-choice test that measures the ability to think and reason using numbers.

• Items tap series, matrices, arithmetical reasoning and deduction.

The Achievement tests Achievement tests are designed to measure actual achievement or performance in some key academic

areas. Achievement scores are influenced by a child’s ability, as well as the application and practice of

knowledge that has been learned.

Reading Comprehension: • A multi-choice test that measures the capacity to read and interpret meaning from written passages • Some questions also require students to correct, complete and punctuate sentences

Mathematics: • A multi-choice test that measures year-level appropriate mathematical knowledge • Questions include items tapping numbers, measurement, algebra, space and data Creative Writing: • A writing task of original work in response to a visual stimulus • This test assesses the ability to convey ideas clearly in written form • Punctuation, content, creativity, construction, paragraphs, grammar, spelling and relevance to the task

are assessed. Analytical Writing: • A writing task that requires students to respond to an issue that is relevant to society e.g. social,

environmental, political etc • This writing piece is assessed on a student’s ability to debate the issue • Provide a logical and cohesive argument • To analyse and comment (provide an opinion) on the issue • Punctuation, structure, logical argument, construction, paragraphs, grammar, spelling and relevance to

the issue are assessed

NOTE: Each of the multi-choice tests is 30 minutes in length (Writing pieces are 15 minutes each) and

the students do not get any additional reading time.

Additional reading time is usually introduced into exams when students are required to provide an essay

type response or where they have the choice to answer one question from a list (in which case the extra

reading time allows them to decide which question they wish to answer). Therefore with regard to a

multiple-choice test, extra reading time is not necessary. However, prior to commencing each of our tests

the administrator will go through three practice examples with the group, ensuring they have an

understanding of what to expect.

ANALYSING THE RESULTS

It must be remembered that the Entrance Exams are quite demanding and are designed to test and

challenge students.

Your child’s results will be categorised (normed), based on a comparison to results returned by other

students in the same year level across many states in Australia. These results reflect your child’s

performance on this particular testing occasion only and are not necessarily prescriptive.

Please remember that more than half of the students who take these tests will get scores on any one test

in the ‘average’ or ‘normal’ range. Around one quarter of students will get scores higher than the average

range and around one quarter will score lower than the average range.

Keep in mind results can vary from one time to another - they can be affected by things such as fatigue,

limited test-taking experience and anxiety, and it is possible a test result may be an under-estimate of a

child’s true abilities or achievements in a particular area.

Because these results are normed, they may appear different to the type of reports that you usually

receive from your child’s school. This is normal, as the school based reports are criterion based, whereas

the Edutest reports are based on normative data.

Once all tests have been scored, the school will provide you with a Parent Report that goes into a lot more

detail about your child's score in comparison to the normal population. Interpretation and feedback of the

results will be at the discretion of the school staff.

WHAT THE STUDENTS NEED TO BRING ON THE ENTRANCE TESTING DAY

• The exam ID number supplied by the school. You will receive this ID about one week before the test

day.

• Photo ID

• Two 2B or 4B pencils, a sharpener and an eraser. A blue or black biro is optional for the writing tasks

• Snack and drink for the break

• Nothing else is required

NOTE: An information package will be sent to all applicants in the week before the entrance examination. Student identification numbers, transport and venue information and tips for taking the entrance examination will be included.

Should the applicant happen to undergo a family crisis, illness or injury which would prevent her from undertaking the entrance examination; The school must be contacted before the commencement of the examination. In the case of illness or injury, a doctor’s certificate must be produced in support of the applicant. Arrangements may be made for an alternative test date.

YOU ARE NOT ALLOWED TO BRING THE FOLLOWING • Mobile phones

• Pencil cases

• Rulers

• Scrap paper

• Calculators

• Bags

TIPS FOR PREPARING FOR THE ENTRANCE TEST • Have a good night’s sleep

• Unnecessary pressure to perform may create anxiety in your child and affect results

• Try and stay as relaxed as possible

• It must be remembered that the entrance exams are quite demanding and are designed to

discriminate student performance at the top end

• It is important to understand that when sitting the entrance examination, some students may only get

half of the questions correct. Whilst we are unable to provide you with an actual "score" that is typical,

it is quite normal for students to get only half correct. In fact, on some occasions, a student who gets

less than half correct may still receive a relatively good score

• It is also very important to explain this to your child, ensuring they too have realistic expectations prior

to sitting the tests. In addition, the entrance tests are designed in such a way that not all students may

finish all the questions, so you and your child should not panic, if this is the case. Once all tests have

been scored, the school will provide you with a parent report that goes into a lot more detail about your

child's score in comparison to the normal population

• Many parents ask about practice tests. There are a few examples in this booklet and additional online sample practice tests may be purchased on the Edutest website: www.edutest.com.au

• Each online practice test contains 4 sub-tests: 1. Verbal Reasoning (20 questions)

2. Numerical Reasoning (20 questions)

3. Reading Comprehension (20 questions)

4. Mathematics (20 questions)

• Each year level has a series of 3 practice tests in total. Therefore, if you purchase 3 tests, your child

has access to 240 questions.

• Your child can pause the test at any stage and re-enter using their login and password. Do NOT press

the ‘Close” button until you are sure that you have finished the test, and wish to have a look at the

answers

• Edutest provides you with a review of the questions and responses at the end of each subtest. This

allows you, as parents, to go through the test with your child and see how they performed.

• As a parent, you also have access to a separate login and password, which allows you to review your

child's progress even if you are not with your child at the time they were doing the test.

• IMPORTANT: Edutest practice tests are not coaching tools. The practice tests give students an

idea of the style and format of questions that they will encounter on the day of their entrance exam, but

not necessarily the level of difficulty that the entrance exam will present.

• The practice tests provide a “tasting plate” of 20 questions per test, while the actual entrance exams

are more detailed and have more questions with varying degrees of difficulty.

• Practice tests are designed to make the student feel more comfortable with the style and format of

questions they may come across on the day of their exam. We must reinforce that they are not

coaching tools and therefore they cannot entirely duplicate the actual entrance testing material.

• What the Edutest online practice tests can do, is to increase the student's capacity to learn test taking

behaviours i.e. make them more comfortable with the type of questions they may come across on the

day of the exam.

ON THE DAY OF TESTING

• Arrive at the designated time as specified by the school

• Go to the toilet before the testing

• Listen carefully to instructions

• Ensure that you use a 2B or 4B pencil for the multi-choice test papers

• Colour in the answer circles fully and dark enough for the scanning process

• Do not write in the test booklets

• Use the back of the answer sheets for any working out you need to do

• Read test questions as they are written: don’t make assumptions based on prior knowledge

• All the information you need to answer the test questions are provided in the question itself

• Answer as many questions as possible in the allocated time

• Try not to leave any blank answers

• You do not lose marks for incorrect answers: always choose an answer that you think fits best

• Always check that you are answering the right question with the corresponding number on the answer

sheet: make sure that you do not go out of sequence

• Any form of cheating will necessitate the student being asked to leave the test venue and will not have

their results scored

SAMPLE PRACTICE QUESTIONS VERBAL REASONING Question 1 Which of the following words is similar to DOCUMENT? Available Options A. Book B. Literature C. Words D. Record E. None of these

Question 2 Which of the following words is opposite to OSCILLATE? Available Options A. Fluctuate B. Still C. Regular D. Early E. None of these

Question 3 EXCAVATE means: Available Options A. Exit B. Excite C. Extra D. Exist E. None of these

Question 4 Four of the following words are alike in some way. What is the ODD word out? Available Options A. Anxious B. Panicky C. Tense D. Agitated E. Serene

Question 5 Stephen lives five houses to the left of Frank. Jenny lives eight houses to the right of Stephen and five houses to the left of Andrew. Carly lives two houses right of Frank. Which two friends live next door to each other? Available Options A. Stephen & Frank B. Andrew & Carly C. Carly & Stephen D. Jenny & Andrew E. None of these

Question 6 It is the middle of winter, which means many people have caught the flu virus. Sick and needing medication, these people make an appointment to see Dr Brown. Dr Brown tries to squeeze everybody in, but he feels he has double booked someone. Martin is coming in one hour before Lisa, who is fifteen minutes after Nick. Harold is one hour before George and fifteen minutes before Karen, who is fifteen minutes before Nick. Susie is an hour and a half after Martin who is thirty minutes before Astrid. If Nick is coming in at 12.45pm, who has Dr Brown double booked? Available Options A. Lisa & Astrid B. George & Susie C. Nick & Lisa D. Karen & Astrid E. None of these

Question 7 Kathy has eight pets. Her first pet was a dog. Three pets after that she bought a cat, which was the same animal as four of her pets. Kathy's last pet was a dog, with the three consecutive pets before that being dog, cat, dog. What type of animal was her second and third pet purchase? Available Options A Cat & Cat B Cat then Dog C Dog then Cat D Dog & Dog E None of these Question 8 Find the two statements which together prove KATE DRIVES A RED CAR Available Options A. When purchasing her car, Kate had to go for her second favourite colour & Kate's favourite colours

are green, red and blue respectively. B. Kate's friend Jackie drives a red sports car & It's the same shape as Kate's car. C. Kate's car is a bright colour & Some people even say this colour makes the car drive faster.

D. Kate drives a small convertible sports car & Kate's favourite colours are green, red and blue respectively.

E. Kate owns a bright coloured car & Bright colours are green, orange and purple. Question 9 FRESH is to ROTTEN as APPEAL is to: Available Options A. Beg B. Repulsion C. Ask D. Attract E. None of these Question 10 Lily, Brenda, Simone and Claire are all at the top of a snowy mountain. Lily is riding her snow board, Brenda is skiing, Simone is on a toboggan and Claire is taking the chair lift. All friends begin their descent down the mountain at the same time. Lily arrives at the bottom two places behind Claire, who is in just ahead of Simone but one behind Brenda. Who arrived third? Available Options A Lily B Brenda C Simone D Claudia E None of these

NUMERICAL REASONING Question 1 Find the missing numbers in this series: 10 20 40 80 ? 320 ? Available Options A. 140, 640 B. 160, 400 C. 140, 620 D. 160, 640 E. None of these Question 2 Find the missing number in this series: 5000 500 50 ? 0.5 0.05 0.005 Available Options A. 5 B. 55 C. 10 D. 0.5 E. None of these Question 3 Find the missing number in this series: 4500 2250 1125 ? 281.25 140.625 Available Options A. 567.5 B. 517 C. 560 D. 562.5 E. None of these Question 4

Available Options A. 16 B. 12 C. 2 D. 32 E. None of these

Question 5

Available Options A. 19 B. 60 C. 23 D. 26 E. None of these

Question 6

Available Options A. 16 B. 26 C. 50 D. 14 E. None of these

Question 7 In a pond there are six more red fish than blue ones and there are 2 green fish. If there are 12 fish in the pond, how many red fish are there? Available Options A. 6 B. 4 C. 2 D. 8 E. None of these

Question 8 Samantha, who is in year 9, has 5 times as many classes as Katie, who is in grade 3. Rebecca has two more classes than Katie. If Samantha has 10 classes, how many does Rebecca have? Available Options A. 4 B. 2 C. 8 D. 12 E. None of these Question 9 At the school carnival the cordial is diluted to 4 parts cordial mix and 5 parts water. How many litres of cordial mix will it take to make 72 litres of cordial for the school carnival? Available Options A. 20 B. 32 C. 40 D. 16 E. None of these Question 10 Two single digit numbers when multiplied together make 45. If the same two numbers are added to 10, what would be the total? Available Options A. 55 B. 35 C. 14 D. 24 E. None of these READING COMPREHENSION Question 1 For the following questions, select the option which will best replace the words underlined in the sentence to make it correct. Penny and Tommy is brothers and sisters. Available Options A. is brother and sister. B. are brother and sister. C. are brothers and sisters. D. is a brother and sister. E. None of these Question 2 For the following questions, select the option which will best replace the words underlined in the sentence to make it correct. Yesterday Ebony and me planned the hole party. Available Options A. Yesterday Ebony and I plans the hole party. B. Yesterday Ebony and me planned the whole party. C. Yesterday Ebony and I planned the hole party. D. Yesterday Ebony and I plan the whole party. E. None of these

Question 3 In the section below, you are given a sentence. The sentence has then been re-written, but only the first half of the new sentence has been provided. Choose the best ending so the new sentence tells us the same thing. The rain began to fall heavily, so Angie opened her umbrella for protection. If we rewrite the beginning with: To protect herself from the heavy rain..... Available Options A. Angie pulled out her umbrella B. Angie opened her umbrella C. Angie raised her umbrella D. Angie ran indoors E. None of these Question 4 In the question below, you are given a sentence. The sentence has then been re-written, but only the first half of the new sentence has been provided. Choose the best ending so the new sentence tells us the same thing. I went shopping for two hours yesterday, as I had many things to buy for the dinner party. If we rewrite the beginning with: I had so many things to buy for the dinner party... Available Options A. that I went shopping for two hours. B. so I went shopping yesterday. C. I went to the shops for over two hours. D. that I went shopping for two hours yesterday. E. None of these Question 5 In the question below, each example sentence does not have any punctuation. You need to choose the correctly re-written sentence. is jane to big to go on the rollercoaster asked doug Available Options A. “Is Jane too big to go on the rollercoaster?” asked Doug. B. Is Jane too big to go on the rollercoaster?, asked Doug. C. Is Jane to big to go on the rollercoaster?' asked Doug. D. “is Jane too big to go on the rollercoaster”? asked Doug. E. None of these Question 6 Tori's mother was having a big dinner party and was busily cooking in the kitchen. When Tori offered to help, her mother said Thank-you darling but you would be more of a hindrance at this stage. The word hindrance in this sentence means: Available Options A. helpful B. assistance C. obstruction D. incapable E. None of these

Question 7 Please read the following story carefully and answer the question in relation to this story. Many years ago, before the invention of cars, there lived a horse called Horrace. Horrace was very unhappy about his present living situation. You see, his master was very poor and so could barely afford to feed him. In addition to this hunger, Horrace was made to carry heavy boxes, rarely ever getting time to stop and recuperate. Fed up with this arrangement Horrace went to see Giles, the town horse dealer who had originally sold him to his current owner. "Giles" wailed Horrace, "I cannot take it anymore, my owner barely feeds me and he works me to the bone. I want to be transferred to another owner immediately". Giles warned Horrace that "the grass over the fence is not always as green as we might initially think". However, Horrace was determined to alter his living arrangements and so refused to listen to the warning offered by his pleasant friend. The very next day Horrace was transferred to his new owner who happened to be a builder. Shortly after arriving Horrace's stomach sunk in dismay, as before too long he was carrying even heavier loads (this time including bricks and wood) and working even longer hours. Horrace refused to stay on and so yet again approached Giles to discuss transferring his ownership. Giles accepted Horrace's petition but warned him that this is the last time he would grant such a request. Horrace prayed that it would have to be 'third time lucky', yet unfortunately this was not to be the case. The third owner to purchase Horrace intended to turn him into a race horse. He was whipped and screamed at daily in order to get him to "run faster". That night Horrace went to sleep utterly bemused, he was unsure of why all this bad luck had come his way. In pondering the situation he realised that he would much prefer to be starving or over worked than in his current situation. He was again unhappy. What is implied by the following sentence: "the grass over the fence is not always as green as we might initially think"? Available Options A. The drought has turned everyone's grass brown. B. Other situations always appear to be better than your own, even when they are not really so. C. The grass over the fence will feed the hungry horse. D. You never know what a new situation will bring. E. None of these Question 8 The following story leads into the next 2 questions. Read it carefully and answer questions 8 and 9 in relation to this story.

Much of the information we have today about ancient Egypt comes from decades of painstakingly detailed and meticulous archaeological work. From their marvellous work we have learnt that the ancient Egyptians believed in many different gods and goddesses, each one with a role to play in maintaining peace and harmony across the land. Some gods and goddesses took part in creation, some brought the flood every year, some offered protection, and some took care of people after they died. Others were either local gods, who represented towns, or minor gods who represented plants or animals. The ancient Egyptians believed that it was important to recognise and worship these gods and goddesses so that life continued smoothly. It was very important to please the gods and goddesses. For that reason, worshipping the deities was a large part of life in ancient Egypt. Some gods and goddesses were worshipped by the pharaoh and priests in large temples. These were the 'official' gods and goddesses of the state, like Amun, Horus and Bastet. Other gods and goddesses were worshipped by ordinary people in their homes. These were the gods and goddesses like Bes and Tawaret who protected people from dangers of daily life, like scorpion bites, crocodile attacks and childbirth. Some gods and goddesses were identified with particular animals. There was often a connection between the god or goddess and the actions of the animal. For example, the goddess of war, named Sekhmet, was sometimes shown with the head of a lioness but the body of a woman to show that she was ferocious. She was married to Ptah, the god of healing. They balanced each other. It was believed that her breath created the desert.

In this story, who are 'the deities'?

Available Options A. The Egyptian people B. The gods only C. The goddesses only D. The gods and goddesses. E. None of these

Question 9 This story follows on from question 8. Read it carefully and answer the question below:

Much of the information we have today about ancient Egypt comes from decades of painstakingly detailed and meticulous archaeological work. From their marvellous work we have learnt that the ancient Egyptians believed in many different gods and goddesses, each one with a role to play in maintaining peace and harmony across the land. Some gods and goddesses took part in creation, some brought the flood every year, some offered protection, and some took care of people after they died. Others were either local gods, who represented towns, or minor gods who represented plants or animals. The ancient Egyptians believed that it was important to recognise and worship these gods and goddesses so that life continued smoothly. It was very important to please the gods and goddesses. For that reason, worshipping the deities was a large part of life in ancient Egypt. Some gods and goddesses were worshipped by the pharaoh and priests in large temples. These were the 'official' gods and goddesses of the state, like Amun, Horus and Bastet. Other gods and goddesses were worshipped by ordinary people in their homes. These were the gods and goddesses like Bes and Tawaret who protected people from dangers of daily life, like scorpion bites, crocodile attacks and childbirth. Some gods and goddesses were identified with particular animals. There was often a connection between the god or goddess and the actions of the animal. For example, the goddess of war, named Sekhmet, was sometimes shown with the head of a lioness but the body of a woman to show that she was ferocious. She was married to Ptah, the god of healing. They balanced each other. It was believed that her breath created the desert.

What did the ancient Egyptians believe would result from worshipping the gods and goddesses?

Available Options A. They would not be protected after death. B. The God would bring flood upon them. C. Bad things would happen to their town. D. A variety of curses would be placed upon them. E. None of these Question 10 The following paragraph is to be used to answer the final question.

In the forest of Lizenhope, three kilometers south of Isanhaln, a little ant called Bill went about his daily duties. Every morning as the sun peeped over the horizon, Bill would raise his weary head and leave his nest in search of food. You see, as the oldest male son, it was Bill's duty to hunt and gather the food for his family. He felt privileged to be given such a role. As the sun rose that morning, Bill got up as he did everyday. However, today was different. Today was the last day before the forest's annual winter chill set in, so Bill wanted to be prepared. He set off down his usual path searching for corn and grain. He estimated that today he would have to collect ten times as much food to see his family safely through the winter. So back and forth he went, carrying a variety of food to his nest. By his third trip, Bill was beginning to tire and Gary the grasshopper noticed his growing weakness. “Why are you collecting so much food Bill? You look like you are exhausted.” Bill was puzzled by the question, as surely Gary remembered that today was the last day before the Lizenhope Chill. “Have you forgotten what today is Gary? “ asked a confused Bill. “It's...... yeah, yeah I know, the last day before the big chill,” Gary sarcastically interrupted. “That's right,” said Bill. “So aren't you going to stock up on food?” “No,” replied Gary, “there is no need. You ants always overreact to everything.” Bill became concerned for Gary, as not many animals survive the cold without food storages. “Come on Gary, we can help each other if you like. You know there won't be much food around after today.” “Not to panic Bill, there is no need to worry about the future when we have plenty of food in the present.” Bill conceded to Gary's argument as he could not afford to waste anymore time. He needed do seven more trips before sunset. As the sun peaked over the horizon the next day it brought little warmth, but Bill lay in bed satisfied with the hard work he had done the day before, and he was comfortable in the knowledge that, because of his efforts, he and his family would have enough to eat all winter long. Once the winter had passed, a happy and healthy ant family left their nest in search of Gary the grasshopper, as they wanted to make sure he had been okay throughout the very cold time. Sadly,despite looking everywhere, they could not find Gary. Bill knew why. Gary had died of hunger.

What is meant by the following sentence: 'He felt privileged to be given such a role.'

Available Options A. He felt tired B. He felt happy C. He felt honored D. He felt belittled E. All of these options follow.

MATHEMATICS Question 1 2 1/2 + 3 1/4 = Available Options A. 5 1/2 B. 5 2/6 C. 5 1/4 D. 5 3/4 E. None of these Question 2 6.2 ÷ 0.4 = Available Options A. 15.5 B. 155 C. 1.55 D. 2.48 E. None of these Question 3 If x = -2 then -3 (2 - 3x) = Available Options A. 24 B. 12 C. -12 D. -24 E. None of these Question 4 2 x 6 + 12 ÷ 3 – 14 ÷ 2 = Available Options A. 9 B. 1 C. -3 D. 5 E. None of these Question 5

Available Options A. 12.5cm B. 32.5cm C. 25cm D. 16.25cm E. None of these

Question 6

If E = MV2 Find M when E = 54 and V = 3: 2

Available Options A. 36 B. 18 C. 243 D. 12 E. None of these Question 7 If a = 1 b = -2 and c = 3 then 2a - 3b + 2ab - c = Available Options A. -9 B. -1 C. 7 D. 1 E. None of these Question 8 Which of the following is true? Available Options A -6 > -10 B 5 >10 C -6 > -3 D - 10 > 1 E All answers are true Question 9 If 3(2x - 4) = - 36 then x = Available Options A 8 B -4 C 5 1/3 D 4 E None of these Question 10 Factorise 4x2 - 16 Available Options A 4 (x - 4) B 4 (x - 4)(x + 4) C (2x + 4)(2x - 4) D (2x - 4)(2x v-4) E None of these ANSWERS: Verbal Reasoning 1D, 2B, 3E, 4E, 5E, 6D, 7A, 8A, 9B, 10C Numerical Reasoning 1D, 2A, 3D, 4A, 5A, 6D, 7D, 8A, 9B, 10D

Reading Comprehension 1B, 2E, 3B, 4D, 5A, 6C, 7B, 8D, 9E, 10C Mathematics 1D, 2A, 3D, 4A, 5A, 6D, 7D, 8A, 9B, 10C

If you would like to attempt further questions, then you can purchase ONLINE practice tests on www.edutest.com.au Copyright © 2008 EduTest Pty Ltd