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THE LUISS TEST
In accordance with the systems in force in most of the best Italian and foreign universities, where the degree of selection of aspiring students is one of the indices that determine the prestige of a university, a student who at the end of high school intends to continue his or her studies, in order to enrol at university must necessarily pass a preliminary selection, aimed at assessing the individual student's potential to profitably attend the chosen course of study.
The following material is available to those enrolled in the Admission Test to be able to tackle it fully informed.
STRUCTURING AND SCORING
The Admission Test for A.A. 2026/2027 consists of 50 multiple-choice questions on psycho-aptitude, logic- reasoning, text comprehension, problem solving and mathematics. The time available to take the Test is 75 minutes. When registering for the Test, students will be able to choose, by completing the relevant application form, whether to take the admission Test in Italian or in English. Students who have taken the admission Test in English will be able to choose, in the case of admission, to proceed with enrolment both for a degree course taught in Italian and for a degree course taught in English; conversely, students who have taken the admission Test in Italian and passed, will be able to choose to proceed with enrolment only for a degree course taught in Italian.
In the evaluation of the Tests, the following are assigned:
- 1 point for each correct answer;
- a penalty of – 0.25 points for each incorrect answer;
- 0 points for each answer omitted.
Candidates who have passed the final score threshold set at 60/100 will be considered admitted; there is therefore no programmed number for this selection for each Degree Course.
The ranking is determined 100% by the Test score , to which is added any additional score for participation in and passing the Test Orientation 3 Summer School ed. 2024. as provided for in the Call for Applications.
The results of the Admission Test will be available in the second half of September 2025.
Useful tips:
It is only possible to take the Summer School Admission Test once. When taking the Test, the candidate may only use pen and paper and is obliged to comply with behavioural rules that will be communicated on the day of the Test, on pain of exclusion from the selection process and consequent invalidation of the Admission Test taken. Time , which is the most critical factor to successfully take on the Test. All items have the same value , so it is not necessary to devote excessive effort or even waste precious minutes to solve particularly complex questions. Bearing in mind that every correct answer increases the score by 1 point, for the same amount of time, it is advisable to solve two simple exercises rather than a complex one. Incorrectly stating an answer , choosing one box rather than another involves deduction of –0.25 from the score obtained.
Before filling in the application form for the Admission Test Summer School ed. 2025 , please read the Announcement of Competition. Instructions for registering for the test, to be carried out by the Wednesday of the week preceding the Test, will be sent by email.
PSYCHOLOGICAL-APTITUDE SKILLS
In the admission Test planned to access Luiss’ courses of study, psychological-aptitude skills are of considerable importance.
The psychological-aptitude Test is designed to measure the student's ability to develop specific skills or acquire new knowledge.
To best tackle and subsequently pass the selective Test, it is essential to know in advance the different types of questions present as well as the most suitable "strategies" to optimise your knowledge and potential.
The Luiss Test questions relating to psycho-aptitude skills, detailed further below, relate to 6 different categories
- A - Logical reasoning : items that measure the logical-deductive abilities of the candidate and specifically evaluate aptitude 1) to understand cause and effect relationships, 2) to recognize conceptual categories, 3) to follow an elaborate and complex sequence of autonomous and yet interdependent statements, grasping their implications, 4) to distinguish coherent and correct reasonings from those that are wrong and without logical confirmation, 5) to discern a necessary condition from a sufficient condition.
- B - Verbal critical reasoning - Evaluations : items that require the ability to carefully read data and correctly process one piece of information in relation to another; be careful not to introduce unfounded suppositions and not to generalise relationships.
- C - Verbal reasoning : items that follow a passage of various kinds (technical, legal, economic, scientific, statistical, journalistic, historical, etc.) and that allow for the assessment of the candidate's abilities to identify the concepts explicitly or implicitly present in the passage itself.
- D - Verbal critical reasoning - Short text : items that require the ability to read passages carefully, select important information and correctly process one piece of information in relation to another; be careful not to introduce unfounded assumptions.
- E - Problem solving : items that involve both logical and mathematical skills for their resolution; as they do not deal with mere mathematical notional knowledge, they assess the aptitude for reasoning with quantities and numbers.
- F - Numerical critical reasoning : items that, through graphs and tables, allow to evaluate the candidate's ability to identify, interpret, reformulate and connect the data provided.
LOGICAL REASONING: APPROACH SUMMARY
VERY CAREFUL READING OF THE STATEMENTS THAT DEFINE THE RELATIONSHIPS : the majority of the time must be devoted therefore to the understanding of the statements. SIMPLIFY THE QUESTION AS MUCH AS POSSIBLE : it is often convenient to limit yourself to transcribing only the initials and not the full names of people, places, animals, etc. mentioned in the statements, reducing the chances of confusion and saving valuable time, useful for resolution (questions in this category use names with different initials). ANALYSIS OF THE RELATIONSHIPS PRESENTED : the statements defining the relations need not necessarily be analysed in the order presented (it may be useful to consider one rather than another first, depending on the information one is gradually able to gather and what is required by the question of the individual exercise). CREATION OF A SUMMARY DIAGRAM : it is essential to outline and draw a diagram that graphically reproduces the relationships given and thus allows the missing relations to be deduced (obviously, the type of diagram depends on the type of relations presented and therefore varies from question to question). IDENTIFICATION OF THE ANSWER : you can then proceed to identify the correct answer or rule out the alternative answers considered incorrect. CHECKING THE ANSWER : once the correct answer is found, it is useful to check it by returning to the text of the exercise and verifying that the alternative chosen complies with all the conditions set by the question. After analysing the inherent complexity of logical reasoning questions, another fundamental aspect must be emphasised, which contributes to making them even more difficult:
- TIME → YOU NEED TO LEARN TO MANAGE YOUR TIME CORRECTLY.
B - VERBAL CRITICAL REASONING - EVALUATIONS
A series of data and/or situations are presented as true, further information is provided. The candidate is asked to be able to evaluate the impact of the added assertion on the initial statements in order to choose between 3 alternatives:
- the new information CONFIRMS the initial situation;
- the new information CONTRAST with the initial situation;
- the new information HAS NO INFLUENCE on the initial situation.
Unlike the other types of questions, the exercises attributable to the " Evaluations " category only provide 3 alternative answers.
VERBAL CRITICAL REASONING – EVALUATIONS: SUMMARY OF THE APPROACH
READ THE DATA CAREFULLY
PROCESS ONE INFORMATION CORRECTLY IN COMPARISON WITH ANOTHER
DO NOT INTRODUCE UNFOUNDED ASSUMPTIONS
DO NOT GENERALIZE RELATIONSHIPS
VERBAL COMPREHENSION: APPROACH SUMMARY
A QUICK PRELIMINARY READING OF THE QUESTIONS (NOT OF THE DIFFERENT ALTERNATIVE
ANSWERS), before addressing the passage, allows you to:
- grasp the subject matter of the passage before even beginning the reading;
- focus attention especially on those parts of the passage that are actually the subject of the questions that follow. IDENTIFICATION OF IMPORTANT SENTENCES FOR THE RESOLUTION OF QUESTIONS : it is useful to FOCUS on the sentences related to specific concepts and/or details (dates, places, particular indications, etc.). ATTENTION TO NUMERICAL DATA (quantities, prices, measurements, etc.): it can be practical and profitable TO FOCUS on these data in the questions; it will in fact be easier to find them quickly when actually trying to answer the individual question. (Reading of the centuries: the first century begins with the year 1 inclusive and ends in the year 100 inclusive. Consequently, the 20th century began in 1901 and ended in 2000, while the 21st century began in 2001 and will end in 2100). ANALYSIS OF ALL the ALTERNATIVES PROPOSED : although we have identified the possible correct answer, we recommend (obviously in the event that you have enough time available!) to analyse and rule out the other options. Frequently, Verbal Comprehension questions are characterised by the presence of multiple "plausible" alternatives. Therefore, it is necessary to choose the right answer, also eliminating the alternatives that turn out to be wrong during the analysis of the piece. CONCENTRATION ON THE IMPLICIT MEANING , as well as on the explicit and obvious meaning of the passage, if among the questions that follow there are some related to the implications and logical consequences of what is asserted in the passage. After analysing the inherent complexity of passage comprehension questions, another fundamental aspect must be emphasised, which contributes to making them even more difficult:
- TIME → YOU NEED TO LEARN TO MANAGE YOUR TIME CORRECTLY.
It is recommended that you:
- DO NOT think of anything else;
- DO NOT try to remember, but only to understand;
- DO NOT highlight more than 5 or 6 words;
- DO NOT highlight too many dates.
D - VERBAL CRITICAL REASONING – SHORT TEXT
The VERBAL CRITICAL REASONING questions relating to the short text necessarily follow a passage:
- of various nature (technical, journalistic, legal, literary, scientific, historical, etc.);
- of very short length. This type is similar to the "Evaluations" but is also linked to verbal reasoning as you will have to reason on short texts. In particular, a short passage is presented with a question that contains a sentence. Based on the unique information contained in the passage, one must decide whether the sentence is true , false , or not deductible. In particular, questions of this type are structured as follows: short text (4-5 lines). According to the passage, the statement “xxxxxx xxxxxx xxxxxx xxxxxx xxxxxx” is:
- true, because it is contained in the passage or can be deduced from it
- false, because it contradicts a statement that is contained in the passage or can be deduced from it
- not deducible from the text, because there is not enough information in the passage to draw certain conclusions In this type of question there are only 3 answer alternatives.
VERBAL CRITICAL REASONING - SHORT TEXT: SUMMARY OF THE APPROACH
LEGGERE CON ATTENZIONE IL BRANO
READ THE PASSAGE CAREFULLY
- focus your attention especially on those passages of the text that are actually the subject of the following question.
SELECT IMPORTANT INFORMATION
PROCESS ONE INFORMATION CORRECTLY IN COMPARISON WITH ANOTHER
DO NOT INTRODUCE UNFOUNDED ASSUMPTIONS
- the difference from purely application exercises (resolvable through previously learned concepts and rules);
- the need to transfer acquired knowledge into different contexts (transfer);
- the need to use procedures and strategies to be discovered;
- the necessary logical-mathematical problem-solving skills and decision-making skills;
- the limited time available.
PROBLEM SOLVING: WHAT NOT TO DO
- READ THE TEXT WITHOUT IDENTIFYING ESSENTIAL DATA AND MISSING DATA.
- TAKE INTO ACCOUNT "DISTRACTOR" DATA: understanding the problem means knowing how to discern the essential data from those that are superfluous and useless in order to solve the problem. This is the first step in finding the correct answer.
- TRY IN VAIN TO APPLY A FORMULA THAT IS PREFORMED/LEARNED AND ACQUIRED IN DIFFERENT CONTEXTS: it is, in fact, useless and harmful, in terms of time. Instead, a logical resolution must be sought before a mathematical one. In the absence of decisive ideas, try to make calculations as simple as possible.
- BE ALARMED IF YOU DO NOT HAVE AN IMMEDIATE RESOLUTION: it is advisable to calm down, not to get overwhelmed by anxiety and to think about a possible solution, always keeping in mind that there is not only one way to solve the problem.
- ABANDON THE QUESTION IF YOU ARE CLOSE TO THE SOLUTION: it is not advisable, nor appropriate, to move to another question, if the technique/mode that allows you to solve the question has been identified.
- GET STUCK ON YOUR FIRST HYPOTHESIS: In most cases, you immediately and impulsively try to solve the problem mathematically. The strategy is not wrong, but sometimes the calculations can be difficult and elaborate to carry out (remember that the use of a calculator is not allowed!). It is appropriate, then, to look for alternative strategies, mathematical but above all logical, that is, without setting any calculation and trying to solve the problem with reasoning alone.
PROBLEM SOLVING: SUMMARY OF THE APPROACH
QUICK PRELIMINARY READING OF THE PROBLEM : during which it is recommended to identify the data essential for the resolution.
UNDERSTANDING THE PROBLEM : understanding what the problem is about and what needs to be done.
CONSIDERING THE PROBLEM : devising solution hypotheses.
APPLICATION OF RESOLUTION PROCEDURES : once the logical reasoning and/or arithmetic calculations to be implemented have been identified, the actual resolution is carried out.
VERIFICATION AND ASSESSMENT OF THE PROCEDURE AND CHECKING OF THE RESULT.
Various schematisations of the problem-solving process can be found in the literature.
As a modus operandi , we recommend the procedure synthesized in the acronym F.A.R.E. , which schematically identifies the 4 steps to solve a problem:
F ocus: select and define the problem → description of the problem reformulated with only useful data (in this phase we try to give a description of the essential problem, that is, without unnecessary information, that is, expressed in a clear and unambiguous way);
A nalyse: decide what you need to know; collect baseline data; determine relevant factors → reference values
- list of critical factors;
- R esolve: generate alternative procedures → select a procedure;
- E xecute: Put the selected plan into practice → arrive at a result and indicate the correct answer. Having analysed the inherent complexity of the questions pertaining to the problem-solving category, it is necessary to emphasise another fundamental aspect that contributes to making it even more difficult:
- TIME → YOU NEED TO LEARN TO MANAGE YOUR TIME CORRECTLY.
euros/years/etc.).
- Before you start making any calculations, read the alternative answers:
- since approximate values are often required, it is possible to "round", saving time;
- sometimes the calculations become superfluous, considering that one does not have the data available to answer what is asked (e.g. one is asked how many ice cream parlours there are in a certain area, whereas from the graph one can only deduce how many ice creams are sold in that area → in the graph, the products sold and not the facilities are taken into account and evaluated).
- Clearly distinguish between decimals and percentages (for example, if the data in a column of a table is expressed as a percentage: 0.2 means 0.2% = 0.002).
- If the chart consists of multiple data sets (e.g., multiple lines or bars), it may be useful and convenient to "label" each set according to the chart legend, so that you can quickly distinguish the different data sets when you need to answer questions.
- In the event that there are multiple graphs, it is essential to identify with the utmost attention the graph(s) to be used to answer the individual question.
- If you are prompted to compare non-adjacent columns or rows in the proposed table or chart, you may find it useful to use the pencil or pen as a ruler, so that you can visualise the problem better and not get confused. Having analysed the specific aspects of nonverbal reasoning questions, it is necessary to emphasise another fundamental aspect that contributes to making it even more difficult:
- TIME → YOU NEED TO LEARN TO MANAGE YOUR TIME CORRECTLY.
