Do certain groups benefit or are disadvantaged by the design of the university admission exam? The university entrance examination as a selection instrument for the university is dependent on the selection process being fair when comparing different groups.
Dyslexics are generally served by having extra time in the implementation, but You can not rule out that the extra time that dyslexics are offered leads to them experiencing less time pressure compared to everyone else who writes the test without extra time. The result can be problematic from a fairness perspective because the goal of the extra time is for dyslexics to be allowed to write the test under the same conditions as other participants.
Students with foreign-born parents generally perform worse than expected in higher education. In a study, the proportion of completed higher education credits during the first year is used as a measure of study success and expected results are based on regression models with grades and higher examination results as predictors.
There are systematic group differences in the selection for higher education, which means that certain groups are underrepresented in higher education. The fact that the university entrance examination itself in an unfair way benefits or disadvantages special groups.
There are parts of the university entrance exam that need to be researched further in order for it to be as fair as possible.