Career Information -National Benchmark Test

Introduction

Universities South Africa introduced National Benchmark Tests (NBTs) in 2005 to assess how ready prospective students are for university study. The NBTs have three objectives:

1. To assess the learner's literacy and mathematical skills.

2. To measure the relationship between entry-level skills and school-level exit results.

3. To support the learner's university application by providing more information on incoming first-year students.

Case study

Xolani recently completed matric and wanted to take the National Benchmark Test (NBT) to apply to university. He was not looking forward to the test, although he was proud of his mathematics and academic literacy ability. Xolani needed to pay the fees upfront, and this had him stressed, as he had not yet mentioned the fee to his parents. Practitioner Phindile helped Xolani brainstorm a few ideas on how to earn the money to pay for the test. Xolani mentioned that he had a cousin in another province who works, and who could lend him a small amount. He seemed pleased that this was an option he had not thought of. He was also concerned that failing the NBT could hurt his chances of getting into university.

Phindile assured him that he could not "fail" the test, since it acts as an indicator of readiness rather than a pass/fail assessment. Phindile helped Xolani by sharing schedule and venue information, and let him review the exemplar papers. Xolani did not have internet access and relied on his phone to search online, which was not always easy. Phindile suggested that Xolani visit an internet café to browse the NBT website further, and also suggested that he speak to teachers at school for more information on the papers' content. Xolani seemed more confident about the NBT and left to prepare.

Benefits of taking the NBTs

The results from the NBTs help institutions design courses that respond to the level of a learner's readiness. A strong result can strengthen an application and give the learner an added advantage. Bursaries and financial awards also sometimes use NBT results to help decide who receives financial assistance.

How does it work?

This assessment is for first-year applicants to higher education institutions, and is designed to test learners' knowledge of Academic Literacy, Quantitative Literacy and Mathematics in relation to the demands of tertiary study. The NBTs do not have a pass or fail outcome — each learner falls into a level of readiness, split into three proficiency levels: Basic, Intermediate and Proficient.

The NBT comprises three multiple-choice tests, combined into a joint Academic Literacy (AL) and Quantitative Literacy (QL) test, and a separate Mathematics test (MAT).

The AL and QL sections are three hours in duration, and the MAT test, which is also multiple-choice, is a further three hours. Academic Literacy measures the ability to comprehend language in the medium of instruction. Quantitative Literacy measures the ability to manage situations or solve problems similar to those encountered at university level. The Mathematics test deals with mathematical concepts similar to those covered in high school Mathematics Papers 1 and 2.

How does a learner register for the test?

Learners need to register online to write the tests and pay the fee upfront. The NBT website is used for registration. Costs are subject to change annually.

https://www.nbt.ac.za

The test only needs to be taken once, even if a learner is applying to multiple universities.

Why is it necessary to take the test?

Many South African universities use NBT results to support a learner's application. The test is not meant to replace or duplicate the National Senior Certificate exams. While some tertiary institutions use the results for admission purposes, others use them to determine whether a learner needs additional support during their studies. The NBT results may also help institutions design their curricula.

Which tests does the learner write?

Usually, the higher education institution will decide which test or tests a learner must write, along with the application deadline. Learners should be encouraged to check directly with the relevant faculty office.

When should a learner write the test?

Learners should be encouraged to write the test when they are ready — and have the necessary funds — but they must still meet the deadlines for their application. Both papers must be written on the same day; learners do not have the option of splitting them across different days. Learners are allowed to write the test a second time, but institutions must confirm whether they will accept the results of a second attempt.

Is the NBT different around the world?

The United Kingdom and the United States both rely on standardised assessments, such as the SAT and the ACT. The South African education system relies more on summative, formative and continuous assessment, so learners may not be familiar with the NBT's particular style of assessment. Tension usually runs high for learners taking the test for the first time.

Characteristics of the NBT

- Questions are multiple-choice, with both right and wrong answers offered (not just correct answers, as learners may be more used to).

- No part marks are given for showing working — an answer is either correct or incorrect.

- Tests are not necessarily arranged from simple to complex, so learners could face a challenging question right at the start.

- Assessments are usually intended to be one-time only, and results are used for applications. Learners can rewrite the test, but should check whether the university will accept a second set of results.

- Learners may not carry the following items into the test: a calculator, ruler, dictionary, scrap paper, notebooks, smartphones, iPads, tablets or smartwatches.

- The scope of the exam is not published in advance, unlike high school examinations.

Practitioners' role

CDPs are expected to inform learners about what the NBT is and to provide tips to help reduce their anxiety. Practitioners will benefit from keeping a copy of the exemplar papers on hand, in case learners or their parents wish to review them. These can be obtained from the NBT website: https://www.nbt.ac.za/.

CDPs can offer learners the following tips before they write the NBT.

1. Help learners prepare in advance. Encourage learners to review past papers to familiarise themselves with the format and typical questions. Practitioners could host workshops or invite subject teachers to give extra lessons in preparation. Learners can also work in groups or use games to make practice sessions more engaging.

2. Recap exam strategies. Practitioners are not expected to be experts in NBT content, but they can help learners plan their approach to the test. Remind learners to start with the questions they feel most confident about, rather than getting stuck on confusing questions — they can skip a question and return to it later.

3. Be mindful of the time frames beforehand. Remind learners of the time constraints, as the NBT allows roughly 25 to 30 minutes per section. Being aware of this in advance can help reduce stress on the day. Recap effective time management strategies, and encourage learners to leave a few minutes at the end of the exam to review their answers.

Schedules for the NBT are published on the NBT website and updated each year. CDPs and candidates should check the site regularly for the current dates, venues and times, since these change annually.