Since 2014, there have been admission tests in mathematics for applicants to the Estonian University of Life Sciences for Geodesy, Land Management and Real Estate Planning; Civil Engineering; Hydraulic Engineering and Water Pollution Control; Engineering and Technetronics curricula. According to admission criteria, the test must be taken by students who have not passed the specific mathematics course state exam or when the score was less than 20 points. The admission test may also be taken by those who wish to improve their state exam score. In 2016, there were 126 such applicants of whom 63 took the test. In 2015, the numbers were 129 and 89 and in 2014 150 and 47 accordingly. The test was scored on scale of 100. The arithmetic average of the score was 30.6 points in 2016, 29.03 in 2015 and 18.84 in 2014. The test was considered to be passed with 1 point in 2014 and 20 points in 2015 and 2016. We analyzed test results and gave examples of problems which were solved exceptionally well or not at all.

X Baltic-Nordic Agrometrics conference “Mathematics and Statistics Society for Sustainable Development” was held from 15 to 17 September at the Latvian University of Agriculture (LLU) in the framework of the Nordplus Higher Education 2016 project NPHE-2016/10342 “Raising awareness about the role of math skills in building specialists’ competence for the sustainable development of society”. Agrometrics is mathematics and statistics in agricultural science and studies. The aim of the X Baltic-Nordic Agrometrics conference was to exchange ideas, find out new solutions or highlight topical problems on the mathematics, statistics, informatics and physics education tendencies, practical application and research in the context of sustainable development.

In this article, common test results over the years 2000 – 2016 are analysed. The test questions for new entrants were based on secondary school mathematics. The students took the test in the first lesson of the higher mathematics course. The test results were analysed by years, by tasks and by specialities, and their differences were found. The test results’ dependence on state-exams score was studied and other types of dependence were looked at. It was found that the test score has a strong correlation with a state-exam but with high school mathematics mark and with later higher mathematics course marks has very weak correlation. During these 16 years, the questions that have been the most difficult for students have not changed. The highest test scores were found among students who had chosen the most popular specialities (with the highest competition).