Ask an Oxbridge Interviewer

For many students, the Oxbridge interview process can feel like an intimidating mystery, full of unknown challenges. But what is it like to be sitting on the other side of the table, assessing whether a student is likely to excel in their chosen course of study?

Harry Convey is a Bye-Fellow at the University of Cambridge with extensive experience in Oxbridge admissions: he has worked in the admissions department of a college, advised on applicant entry, and been a regular interviewer for undergraduate admission to Natural Sciences. Harry is also a supervisor for the Department of Chemistry, who teaches undergraduate students in small groups (supervisions). At Vantage, Harry is the author of our ESAT/NSAA Chemistry resources and supports students who are applying to study Physical Natural Sciences. Here, Harry answers students' commonly asked questions and sheds light on the interview process from his perspective.

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How are admissions test scores (e.g. ESAT, TMUA, MAT) used in the shortlisting process? Is there a strict cut-off score, and if not, what might make an admissions tutor overlook a lower score?

Admissions test scores are not the ultimate deciding tool, especially before the interview shortlist is put together. Interview shortlists are put together by admissions tutors who take a holistic look at the entirety of an application. This means that a high score is not a guarantee of a place, nor is a low score an automatic disqualifier for a place. Candidates should ensure that they prepare properly for the admissions test, but the insight we can get into a candidate from a single static number is miniscule compared to the full experience at interview.

There is certainly no strict cut-off score and many factors may make an admissions tutor overlook a low score, such as explaining factors in teachers' references, a strong personal statement that demonstrates passion and knowledge that may not be reflected by a low test score, or perhaps an odd spread of marks in different areas of the admissions test that warrants further investigation.

(Note: some Oxford admissions tests, such as the PAT, have an upper cut-off score. This means that all students above a certain score are automatically shortlisted for an interview. A significant proportion of candidates with test scores below the cut-off are still interviewed.)

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What precisely is meant by ‘thinking out loud’? For example, while working through a problem, should I be articulating my literal, entire thought process, or thinking a few seconds before talking about my best ideas?

‘Thinking out loud’ can otherwise be termed as making sure that the interviewers are, at all times, clear and informed on your thinking and problem-solving processes. Interviewers are primarily looking for teachable students who will respond well to the teaching style at their chosen university. Teachable students will be ones who are open and clear in their thinking, so that strengths and weaknesses can be identified. 

The point of being asked an interview question is not to reach the answer, but to have a discussion on the way there, allowing the interviewer to probe the way you approach that question. This does not mean that you have to articulate absolutely everything, but that you should not be sitting in silence formulating ideas. Conversations might be along the lines of ‘Well, I’m immediately drawn to thinking about it like X, but actually, that might not work because Y. So, perhaps Z is a better way to approach the problem.’ Some silence could then pass while you continue to think, and the interviewer may or may not intervene. Then, you could continue in the style of ‘Yes, actually that seems a good idea because of A,' or ‘No, actually, that means B and that’s not true,' or so on. This is not a script, but shows you how a natural, yet detailed conversation can occur.

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How is the interview score decided?

An interview score is purely decided in the moment by the interviewer themselves. There does not have to be a discussion between interviewers about their scores and, while unusual, it can be the case that interviewers give quite different scores from the same interview. 

It is important to note that more feedback is recorded than simply the score at the end. Interviewers also note what they felt the applicant did well or poorly on, which can range from content to approach, and beyond.  Generally, an interviewer will keep detailed notes in these sections throughout the interview, and then make a balanced judgement after the interview is over. The score may be slightly moved by a particularly impressive or weak moment during the interview itself, but broadly is decided by the balance of what the applicant did generally well or poorly. 

There is not a convenient set of categories or a checklist to try to aim for in the interview. This is one of the strengths of the interview: it cannot be manipulated because every interviewer will approach it subtly differently.

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How many questions is an applicant expected to answer in an interview? Are all applicants for the same college asked the same questions?

Unfortunately, there is no short answer for either of these questions. An applicant could be asked only one question which evolves into a rich and broad discussion and takes up the entirety of the interview. However, they could also be asked many smaller questions to test various areas of the applicant's expertise and approach to different problems. 

Applicants at the same college may be asked similar questions; indeed, an interviewer may have a single ‘warm up’ question that they give everyone. However, this is rare and, at any rate, is only a very short jumping-off point, from which the interviewer will adapt to the candidates reasoning and thinking to ask questions that naturally stretch them. Interviews do not have a script or rigid structure, making them very difficult to pre-empt. 

A strong candidate would be encouraged to spend their preparation time developing their problem-solving skills and flexibility of thought. Worrying about what exactly will be asked, in what order or style, is generally a waste of time and may even reflect poorly in an interview if it restricts your ability to think flexibly.

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Should I be worried if I need some hints to answer a question? How and why do interviewers adapt the difficulty of questions?

You should not think positively or negatively of an interviewer giving hints or feedback. They are not doing it to get you to the answer without your own reasoning, and they are not trying to throw you off. The interviewer will give hints if they are trying to get you back on track, or perhaps you are facing a very difficult question and they are actually trying to assess your ability to accept and respond to hints.

Instead of trying to judge the interviewer's motives in giving hints, it is recommended you instead work with those hints and see how you can develop your argument. Any time spent thinking about the motives behind a question, and not on how to demonstrate your skills and abilities with that question, is generally a waste. 

Adaptation to the flow of conversation is one of the great hallmarks of interviews and is again neither a particular positive or negative: the interviewers are simply trying to get the best out of you and gauge your abilities. One near-universal truth with Oxbridge interviews is that you should not be intimidated or disappointed when you find the questions tough: they are designed that way to test and push you.

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What should I ask at the end of the interview? What is the best question you have been asked?

In terms of questions asked freely at the end of an interview, interviewers accept any and all questions, but we explicitly state something along the lines of ‘the academic interview is now concluded and nothing further will be used to judge your performance. Are there any questions you want to ask us?’. This is not a ploy and is taken seriously. We are happy to answer any questions you might have.

The point of this is genuinely to give you the chance to ask any questions that you might have to people who are best placed to answer it and are not generally available for such questions. It should not be interpreted in any way beyond this: if you have a question, do ask it! 

I don’t personally recall any notable questions. They are generally small, personal things, and applicants are generally relieved to be finishing off the interview, so quickly want to get out of there! Do not feel compelled in any way to stick around and ask questions for the sake of it: it will not reflect poorly on you if you simply thank the interviewers for their time and leave.

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What is your best advice for a student attending an interview?

This is closely tied to a previous question, since my best piece of advice is to think aloud. Interviewers are looking for teachable students, so make yourself teachable! Make sure that interviewers are completely clear and involved in your decision-making process and problem-solving paths, so that they can give helpful advice or steer you back on track. 

You should also not try to see any hidden agenda or plan within the interview: you have worked hard even to have the opportunity for the interview itself, so make the most of it! Demonstrate your passion and knowledge for your subject and enjoy a conversation with a genuine expert in the field. Enthusiasm and genuine curiosity are impossible to fake under the pressure of the interview and are some of the best ways to convince an interviewer you are deserving of a place.