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UCAT Decision Making (DM UCAT) is the second cognitive subtest in the current four-section UCAT ANZ format. It gives you 35 questions in 37 minutes — about 63 seconds each — so decision making UCAT questions reward clear logic, argument evaluation, probability sense, and paced diagramming more than prior knowledge.
This UCAT ® Decision Making guide covers DM timing, the six main question types with examples, how Yes/No items are marked, score benchmarks, and decision making UCAT tips you can use on exam day. For broader study planning across all four subtests, start with how to prepare for the UCAT ® ; for percentiles and university cut-off context, see UCAT ® scores.
Decision Making is the second subtest of the UCAT ® exam. Official UCAT ANZ wording says the subtest assesses your ability to apply logic to reach a decision or conclusion, evaluate arguments, and analyse statistical information. You will be given information in text, chart, table, graph or diagram form, and you must reach conclusions from that material alone — knowledge of specialised maths or logic terminology is not required. A simple on-screen calculator is available during DM UCAT.
Each Decision Making item stands alone. Unlike Verbal Reasoning passage sets or Situational Judgement scenario clusters, you reset for every new stem, which makes recognising question type quickly one of the highest-leverage UCAT ® Decision Making skills.
UCAT ® Decision Making questions assess problem-solving and reasoning strategies that matter in clinical work even when the exam stems themselves look artificial. Syllogistic reasoning and careful inference help clinicians draw legitimate conclusions from research and avoid cognitive bias in diagnosis. Recognising assumptions and strongest-argument items mirror the judgement required when two options look plausible and you must choose the more convincing line of reasoning on quality alone. Universities use the subtest because these skills are hard to measure through school marks alone.
The current UCAT structure sets Decision Making at 35 questions in 37 minutes of test time (about 1 minute 30 seconds for instructions). All information required to solve each question is provided on screen — do not import outside facts. See the UCAT ® Decision Making question types section below for examples of each style.
You get 37 minutes of test time plus about 1 minute 30 seconds for the instruction section. With 35 questions, that averages around 63 seconds per question — more generous than Quantitative Reasoning , but easy to waste on a single logic puzzle.
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| Subtest Subtest |
Test Time Test Time |
Number of Questions Number of Questions |
Average Time per Question Average Time per Question |
|---|---|---|---|
| UCAT Decision Making UCAT Decision Making |
37 minutes 37 minutes |
35 questions 35 questions |
63 seconds 63 seconds |
Knowing how long Decision Making runs for helps you set checkpoints — for example, roughly halfway through the bank by about 18–19 minutes — so you still have time to revisit flagged DM UCAT questions.
Decision Making contributes a scaled score of 300–900 to your cognitive total (900–2700 with Verbal Reasoning and Quantitative Reasoning). Official UCAT ANZ scoring guidance notes that the subtest includes single-answer multiple-choice items and multiple-statement questions where you place Yes or No next to five conclusions. Some multiple-statement items attract two marks when fully correct, with partial credit when most statements are right.
That marking pattern matters for strategy: do not leave a Yes/No set blank. An educated guess across five statements can still earn partial marks, and there is no penalty for incorrect answers. For the full scaling and percentile picture, see UCAT ® scores.
There are six common types of UCAT ® Decision Making questions you should practise:
Each UCAT ® Decision Making question type is explained below with an example. Treat the labels as preparation categories — official papers mix single-answer and Yes/No formats across these styles.
The fastest DM UCAT approach is to identify the question type before solving. The table below summarises what to look for, the usual response format, and the timing trap to avoid.
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| Question Type Question Type |
Usual Format Usual Format |
Fast Method Fast Method |
Timing Trap Timing Trap |
|---|---|---|---|
| Syllogisms Syllogisms |
Five Yes/No conclusions Five Yes/No conclusions |
Treat Yes as definitely follows; if it is only possible, mark No. Treat Yes as definitely follows; if it is only possible, mark No. |
Bringing in real-world assumptions instead of using the premises only. Bringing in real-world assumptions instead of using the premises only. |
| Logic puzzles Logic puzzles |
One best answer from four options One best answer from four options |
Build a quick grid, order, or list before testing the answer options. Build a quick grid, order, or list before testing the answer options. |
Redrawing the same puzzle for too long instead of flagging it. Redrawing the same puzzle for too long instead of flagging it. |
| Recognising assumptions / strongest argument Recognising assumptions / strongest argument |
One best answer from four options One best answer from four options |
Choose the argument most directly relevant to the proposal and supported by the stem. Choose the argument most directly relevant to the proposal and supported by the stem. |
Letting personal opinion or emotional wording outrank argument quality. Letting personal opinion or emotional wording outrank argument quality. |
| Interpreting information Interpreting information |
Often five Yes/No conclusions Often five Yes/No conclusions |
Check whether the chart, table, or text proves the exact claim being made. Check whether the chart, table, or text proves the exact claim being made. |
Calculating before confirming what the statement actually asks. Calculating before confirming what the statement actually asks. |
| Venn diagrams Venn diagrams |
One best answer or Yes/No statements One best answer or Yes/No statements |
Label sets and intersections first, then test the required region or conclusion. Label sets and intersections first, then test the required region or conclusion. |
Confusing could overlap with must overlap. Confusing could overlap with must overlap. |
| Probabilistic reasoning Probabilistic reasoning |
One best answer from four options One best answer from four options |
Convert fractions, decimals, and percentages into one format before comparing. Convert fractions, decimals, and percentages into one format before comparing. |
Overusing the calculator when estimation or simple conversion is enough. Overusing the calculator when estimation or simple conversion is enough. |
Syllogism UCAT ® Decision Making questions are short questions that test strict logical conclusion drawing abilities. A candidate is presented with a set of premises where only the given statements can be assumed to be true. This information is often nonsensical to avoid candidates bringing in extra information. The candidate must identify what conclusions can be made from the given information.
There are quirks, quinks and clinkers. All quirks are clinkers. Some clinkers are quinks. Not all quirks are quinks.
Place ‘Yes’ if the conclusion follows. Place ‘No’ if the conclusion does not follow.| All quinks are quirks. | Yes/No |
| Some, but not all, quirks are clinkers. | Yes/No |
| Quinks can be either quirks or clinkers but not both. | Yes/No |
| Quinks that are quirks are also clinkers. | Yes/No |
| No quirks are quinks. | Yes/No |
19 downloads
Logic puzzle UCAT ® Decision Making questions are similar to “IQ” questions that many candidates may have come across before. They involve a specific set up that can be presented in many ways (i.e. a row of houses, seating arrangements for friends, finishing positions for a race, appointment schedules for a doctor’s office, etc.). Clues are then given regarding positions within the set up. The candidate is expected to use these clues in conjunction with each other to either deduce the entire set up or come to a conclusion.
The local high school was holding a formal, and five friends – Angela, Blanche, Christy, Davina, and Emily – are attending. They turn up all with differently coloured dresses and heels. The colours of the dresses and heels are white, black, gold, silver, or blue. No two friends wore the same coloured dresses or heels. No-one wore the same colour dress as their heels.
Blanche wore a blue dress. Her heels were neither gold nor silver.
Emily wore black heels. Her dress was neither white nor silver.
Christy’s dress was the same colour as Davina’s heels.
Angela wore a black dress.
13 downloads
In the UCAT ® Decision Making subtest, recognising assumptions and strongest-argument questions seem like straightforward questions on commonly discussed topics. For example, you may be presented with a simple question such as “Should the Australian government have lifted the COVID-19 lockdown earlier?” The candidate is then presented with four responses to the question, two in agreement and two in opposition. Each response will have a single statement to back it up. The candidate is expected to select the strongest argument out of the four based on quality of response only, with no outside or personal influence.
Should marijuana be offered by general practitioners as a form of pain relief for patients with a terminal illness?
Select the strongest argument from the following.19 downloads
Inference questions can come in a variety of forms, but often are in the form of a short block of text along with a type of graph, table, or chart. In the UCAT ® Decision Making subtest, you may face Inference questions which are built up of a number of elements, including verbal reasoning or quantitative reasoning, but note that arithmetic should not be the focus of such questions. Instead, the candidate is expected to understand the diagram and the message the text is conveying, from which they can then draw conclusions.
There are many species of animals in a forest, of which the wallaby and the quokka are the closest to being driven to extinction. Wallabies live for 15 years on average, which is 50% more than a quokka’s average lifespan. The table below shows the number of quokkas and wallabies in different regions of the forest. The numbers are the average number of different wallaby and quokka individuals spotted by a researcher every morning during a period of 2 months. The areas of the forest are connected and travel between areas is unrestricted to the animals.
| Areas | Wallabies | Quokkas |
| Area 1 | 23 | 21 |
| Area 2 | 21 | 41 |
| Area 3 | 14 | 35 |
| Area 4 | 18 | 20 |
| Area 5 | 16 | 21 |
| There is a total of 138 quokkas in this particular forest | Yes/No |
| Assuming that wallabies do not move across areas, on average, there are approximately 18.4 wallabies spotted in one region in one morning across a period of 2 months. | Yes/No |
| Assuming mating does not occur and animals do not migrate into the forest, within the next 15 years, a majority of quokkas in the forest can be assumed to have died. | Yes/No |
| In 15 years, we can expect the numbers of quokkas to be far lower than the numbers of wallabies. | Yes/No |
| Extinction is affecting wallabies and quokkas the most out of any species in the forest | Yes/No |
20 downloads
Venn diagram questions come in a variety of forms, but they all revolve around the understanding and ability to construct Venn diagrams. In the UCAT ® Decision Making subtest candidates are expected to know how to interpret such diagrams, how to construct such diagrams from verbal information, and how to use Venn diagrams to solve reasoning problems where they are not explicitly given.
A researcher asked a group of University students which of the following common medical conditions they had had in the past. The results are diagrammed below:
Which of the following labelled spaces represents students who have had an arm fracture and appendicitis but have never fainted?
14 downloads
Probabilistic Reasoning questions in the UCAT ® Decision Making subtest are designed to test a candidate’s ability to understand and interpret probabilities when presented in a number of ways, from fractions to decimals and percentages. You are expected to be able to work with these probabilities and interchange them with each other. There may also be a few questions in which probabilistic calculations are required but these should be simple - understanding, rather than arithmetic, is the key concept tested here.
There are two world champion boxers that are set to fight. In his professional career of 50 fights, WIllox Willis has a win rate of 96% with a knockout rate of 80%. Jonathan Jeremiah has won all of his 48 fights and his knockout rate is 17/20.
Considering only the number of wins in their professional career and the knockout rate, should Willox Willis win the fight?19 downloads
The best way to prepare for UCAT ® Decision Making is to drill decision making UCAT questions by type, then move to timed mixed banks that match the 35-in-37 pacing. The six UCAT ® Decision Making question types feel overwhelming at first, but each has a short set of repeatable moves. For a broader study plan across all subtests, see how to prepare for the UCAT ® and free UCAT resources.
Our tutors have come together to compile the 3 main ways to get better at the UCAT ® Decision Making subtest:
Each UCAT ® Decision Making question type has a short method you can rehearse. Syllogisms reward strict premise reading — only what is stated counts. Venn questions reward set construction and region reading. Logic puzzles reward translating text into a grid or timeline before you chase options. Recognising assumptions and strongest-argument items reward relevance and strength over personal opinion. Interpreting information and probability items reward reading the data claim carefully before calculating. Practise type-by-type until the method feels automatic, then mix them under DM timing.
There are various terms that are used in UCAT ® Decision Making questions that refer to specific amounts or ratios. These can be confusing if you are not familiar with them. The following table can be found on the official UCAT ® website. You should familiarise yourself with these terms and practise questions that use them to get familiar with how they are used.
| All | An unspecified number referring to the whole of it/everything |
| Always | On all occasions, without fail |
| Either | Exclusively A or B (not both). |
| Few | A small number of less than 50%. |
| Majority | A number that is more than 50% of the whole but not all. |
| Many | An undetermined number similar to ‘some.’ A part of it, not all of it. |
| Most | An undetermined but majority number/largest part. |
| None | Not even a small amount/not even one. |
| Nothing | Not a single thing. Of no value. |
| Not all | 1-99% |
| Only | Introduces something which must happen before something else in the sentence. Indicates there is nothing else. |
| Some | An undetermined number being more than one but less than all. A part of it, not all of it. |
| Unless | Introduces the only circumstance which makes the statement not true or valid. |
Although there are many Decision Making question types, the thinking within each type is limited and predictable. Consistent UCAT ® Decision Making practice builds recognition speed so you spend less of your 63-second average deciding what the stem is asking. Track your weak types — often logic puzzles or multi-statement syllogisms — and build faster methods for your easy types so you bank time. Use official UCAT ANZ question banks and practice tests so calculator, flagging and noteboard habits match exam day.
If you want practical decision making UCAT tips, use the checklist below. These habits matter more than memorising niche logic vocabulary.
Some UCAT ® Decision Making questions — especially dense logic puzzles — can consume far more than 63 seconds. Every item still contributes to the same scaled score, so spending three minutes on one stem can cost several easier marks later. Aim for roughly one minute per question on average, leave a buffer to revisit flags, and accept that probability or short argument items should often finish well under a minute.
Many Decision Making UCAT stems imply a diagram that is not drawn for you: Venn regions, seating grids, race orders, or syllogism sets. Drawing quickly usually saves time compared with holding every constraint in working memory. If a puzzle is still unclear after a first diagram pass, flag it rather than redrawing endlessly.
There is no penalty for incorrect answers in UCAT ® Decision Making. If a question is stalling, eliminate what you can, enter a best guess, flag it, and continue. Return only if time remains. For five-statement Yes/No sets, answer every line — partial marks are possible when most statements are correct.
The on-screen calculator is available in Decision Making, but it is not needed for every item. Use it for probability conversions or data checks that would be slow by hand. For simple comparisons, estimation is usually faster. Practise with the official calculator interface before exam day so it does not become a timing trap.
On recognising assumptions and strongest-argument questions, ignore whether you personally agree with the topic. Choose the option that gives the most relevant, strongly supported reason for or against the proposal. Weak options often rely on emotion, irrelevant side issues, or claims that do not actually answer the question asked.
As with the other cognitive subtests on the current UCAT ® exam, Decision Making is scored between 300 and 900. Average marks for UCAT ® Decision Making and Verbal Reasoning are typically lower than Quantitative Reasoning. Abstract Reasoning is no longer part of UCAT ANZ — the live exam has four subtests only.
For the UCAT ® Decision Making subtest, a rough guide for where you would want to score to be competitive would be:
|
UCAT ® Decision Making
|
|
|---|---|
| Average Mark | 642 |
| Competitive Mark | 710 |
| 90th Percentile Estimate | 750 |
In 2025, the median UCAT ® Decision Making score was 650 out of 900, and the 90th percentile corresponded to 750. The three cognitive subtests are summed for a total scaled score of 900–2700 (Verbal Reasoning + Decision Making + Quantitative Reasoning). Decision Making decile scores from 2025 are below for trend context — totals before 2025 included Abstract Reasoning and are not directly comparable to the current scale.
| Decision Making | |
|---|---|
| Mean (2025) | 642 |
| 1st decile | 530 |
| 5th decile | 650 |
| 9th decile | 750 |
As with any other exam, it is important to remain composed and not get flustered throughout the exam as it is possible to make up for a weaker Decision Making mark by performing well in Verbal Reasoning or Quantitative Reasoning.
|
UCAT ® Decision Making
|
2019 | 2020 | 2021 | 2022 | 2025 |
|---|---|---|---|---|
| 618 | 635 | 622 | 630 | 642 |
In the UCAT ANZ 2025 summary statistics , Decision Making sat between Verbal Reasoning and Quantitative Reasoning on average (mean 642). Treat competitive and 90th-percentile targets as planning guides only — universities set their own cut-offs and weightings each year.
On exam day, keep your Decision Making process simple: identify the question type, choose the matching method, and protect the clock. The two habits below prevent most avoidable DM score loss under pressure.
By exam day you should know which Decision Making types are your slowest. If a logic puzzle or multi-statement set is not resolving, guess, flag, and move on. Finishing the remaining bank with clean answers usually beats polishing one stubborn item.
Diagramming is not wasted time when it collapses a messy stem into a readable layout. Candidates who understand syllogisms or seating puzzles visually should draw on the noteboard immediately rather than rereading the same paragraph three times. If diagramming is not helping after a short attempt, switch to flag-and-return.
Meaning, who needs UCAT ANZ, registration overview, and how the exam fits undergraduate applications.
Four subtests, question counts, subtest times, and scoring overview (900–2700 cognitive total).
Booking windows, concessions, and the 2026 testing period.
Scaled totals (900–2700), percentiles, and what universities treat as competitive.
UCAT preparation strategy, study plan, timelines, and tips across all four current subtests.
Free practice and reading links to start without a paid course.
Question types, timing, and preparation tips for the first subtest.
Numerical reasoning strategy, timing, and practice approach.
Scenario-based judgement questions and how SJT is scored separately (300–900).