The 115th year Comprehensive Assessment Program for Junior High School Students has officially concluded, leaving students and educators to analyze the impact of a challenging set of exams. Experts suggest that the Chinese and English sections were moderately difficult, featuring more “active” content that may have proven challenging for some candidates.
While students targeting top-tier “star” high schools are expected to have managed the difficulty, those aiming for community public high schools may see a downward adjustment in admission scores. This shift is attributed to the increased complexity of the exam questions.
Exam Analysis and Subject Challenges
Tseng Teng-lung, Principal of Hua Xing High School, noted that the English section was particularly taxing due to a higher volume of tenses and reading comprehension formats. However, the Chinese writing section differed from the previous three years by providing specific themes rather than open-ended prompts, which may have made it easier for students to navigate.
In the Science section, students in the Kaohsiung area reported that long descriptive texts and complex conditions regarding “buoyancy” created “demon questions” that were difficult to judge. Other topics, such as “acid rain,” also drew significant attention from students following the exam.
Predicted Admission Thresholds
For the Jibei region, where the maximum score is 36, Principal Tseng provided several predictions for upcoming admissions. Jianguo High School is predicted to have a threshold of 34.6, a slight increase from last year’s 33.8.
Other predicted scores include Beiyi Girls’ High School at 33.8, NTNU Attached High School at 33.6, Cheng Kung High School at 31.8, and both Zhongshan Girls’ High School and Songshan High School at 31.6. Datong High School is estimated at 30.6, while Banqiao High School in New Taipei City is predicted at 28.6.
For community public high schools in the Jibei region, scores between 13 and 30 may provide opportunities for admission. Meanwhile, academic-oriented private high schools—including Wei-ge, Yan-ping, Fu-xing, Zai-xing, Hua-xing, Dong-shan, and Nan-shan—are expected to require scores of 25 or above for a safer admission chance.
Guidance for School Selection
Principal Tseng recommends that students approach the preference-filling process through “three understandings”: understanding the school (system and location), understanding the student (personal interests), and understanding the system (including priority and general admission methods).
Students are encouraged to fill all 30 available preference slots. The first five choices are considered the most vital, and should ideally include a mix of “dream” schools, “safe” options, and schools that align with the student’s actual predicted score.
Administrative and Conduct Report
The conclusion of the exams also brought administrative data to light. There were 2,234 absentees, representing an absentee rate of 1.22%.
A total of 31 violations were recorded, most commonly involving the possession of non-exam items. More severe incidents included one case of intentional damage to a test booklet and one instance of a student attempting to leave the exam hall prematurely despite being stopped.
The earthquake disruption led to extended answering time at four different test centers to ensure fairness for affected students.
Frequently Asked Questions
Which subjects were considered most difficult this year?
Experts and students indicated that Chinese and English were moderately difficult, with English specifically challenging in tenses, and reading. In Science, buoyancy-related questions were highlighted as particularly difficult.
What are the predicted scores for the top two high schools in Jibei?
Jianguo High School is predicted at 34.6 and Beiyi Girls’ High School is predicted at 33.8.
How should students approach filling out their school preferences?
Students are advised to fill all 30 slots and focus on the first five, ensuring they include a combination of dream, safe, and realistic options based on a thorough understanding of the schools, themselves, and the admission system.
How do you think themed writing prompts compare to open-ended ones in terms of student performance?
