A Framework for Assessed Cognitive Abilities in Entrance Examinations

Abstract

The study aims to understand the cognitive abilities that would constitute an ideal aspirant for Higher Education in STEM. Building up on the idea that aptitude can be understood in terms of abilities, we analyse the question papers of two entrance examinations, JEE-Advanced and the IISER Aptitude Test, for the cognitive abilities they test for. Using prerequisite analysis of some major cognitive abilities that higher education would confer, we develop a framework of cognitive abilities. The framework is used to code the question items of the question papers and is analysed. We take into consideration the effects of previous instruction which affects how an aspirant would answer a question. The study points to an over-representation of content-oriented testing in the entrance examinations, calling on for recollection or procedural abilities. We also point out the limitations of the study, and further analysis that we deem will be informative.