Contents
Academic literature on the topic 'Tertiary Entrance Score'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Tertiary Entrance Score.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Tertiary Entrance Score"
1
Cooksey, Ray W. "The Problem of Multidimensionality in Course Scores and Course Choices in the Production of a Single Year 12 Tertiary Entrance Score." Australian Journal of Education 37, no. 1 (April 1993): 26–45. http://dx.doi.org/10.1177/000494419303700103.
Full textAbstract:
The present study considers the problem of multidimensionality in Tertiary Entrance (TE) scores where a single TE score is the desired goal. Using data from the 1988 cohort of the ACT college system, course scores as assessed by teachers were shown to distinguish performance in a four-dimensional space. TE scores, computed using both a modified multiple regression strategy and the Daley's (1989) Other Course Score scaling method, were shown to be related to, at best, two of the four dimensions. A second phase of the study revealed the presence of multidimensionality in the choices of courses that students made when assembling their college curricula. These dimensions of course choice were subsequently related back to the demographic characteristics of the students and to the two types of TE scores. Conclusions were drawn regarding the dubious validity of assuming that a single TE score carries all the information needed to summarise the performance of secondary school students.
2
Sutton, K., A. Williams, D. Tremain, and P. Kilgour. "University entry score." Journal of Engineering, Design and Technology 14, no. 2 (May 3, 2016): 328–42. http://dx.doi.org/10.1108/jedt-10-2013-0073.
Full textAbstract:
Purpose The purpose of this paper is to provide an insight into the relationship between students’ spatial ability and their university entrance score (Australian Tertiary Admissions Rank [ATAR]). The ATAR provides entry into university studies but does not necessary provide a good measure of students’ spatial skills. Spatial abilities are fundamental to success in many design courses. This paper aims to show whether the ATAR is a good predictor of spatial skills and considers the implications of this. Design/methodology/approach Students entering university design courses in architecture were tested three times during their first year using a three-dimensional (3D) Ability Test (3DAT), an online psychometric test of 3D spatial ability. The students’ results in 3DAT were then compared to students’ ATAR scores using a Pearson’s correlation test were also conducted to assess the relationship between ATAR and spatial performance. Findings There was no correlation between ATAR and spatial performance. Therefore, there was no relationship between an individual’s ATAR and their spatial performance upon entering university. Research limitations/implications Participants were required to select their ATAR from ranges, i.e. 71-80, 81-90 and 91-100, which meant their exact ATAR was not recorded. This meant that the participants were clustered, making it difficult to establish a linear relationship that was a true reflection of the population. Practical implications Initiatives to support students entering design courses may be necessary to compensate for the range of spatial skills students possess when entering university because of their school experiences. Social implications Individuals who have strong spatial skills are able to perform spatial problems faster and more efficiently than those with weak spatial skills. High spatial performance has been shown relate to performance in areas such as mathematics science technology and design. Originality/value This paper fulfils the need to better understand the diversity of spatial abilities students have on entering design courses.
3
Edwards, Roger. "Predicting Academic Achievement and Counselling for Course Selection: An Examination of the Effectiveness of the Differential Aptitude Tests in Forecasting Year 12 Success." Australian Journal of Career Development 3, no. 2 (September 1994): 31–36. http://dx.doi.org/10.1177/103841629400300210.
Full textAbstract:
There is increasing tendency to use the Differential Aptitude Tests (DAT) for course and career counselling with students in independent schools in Australia. The OAT profile and explanatory notes may also be forwarded to students and/or parents and it is of particular concern that the full explanation of means of interpreting the profile is often not clear to the naive client. Many clients view the profile as a combination of IQ report and predictor of future academic success. To provide professional counsellors with unequivocal evidence to support their explanations to such clients, and as entry to tertiary and to many TAPE courses in Australia, is by academic achievement score, the present study examined the predictive value of the DAT for academic achievement at the end of Year 12. It was concluded that the DAT may have some value in predicting marginal variations in academic achievement, over and above that predicted by measures of general mental ability, but that individual counselling on the nature of the DAT profile is needed to demonstrate to the naive client both the distorting effect of the CSA subtest and the inappropriateness of the view that any of the DAT measures may be seen as predictors of Tertiary Entrance Score.
4
MacCann, Robert. "Sex Differences at the NSW Higher School Certificate after Adjustment for the Effects of Differential Selection." Australian Journal of Education 39, no. 2 (August 1995): 163–88. http://dx.doi.org/10.1177/000494419503900205.
Full textAbstract:
Sex differences in Higher School Certificate achievement were analysed by adjusting for differential selection. A general ability criterion, favouring neither sex, was developed by modifying the Tertiary Entrance Score (TES). For each course, sex differences in achievement were displayed over eight Key Learning Areas (KLAs). Contrary to many studies based on a more restricted set of courses, it was found that females outperformed males overall. In five KLAs, females outscored males; in two, the results were mixed; and in one (Mathematics) males outscored females. Although the female TES median was 15 marks higher, males performed slightly better at high TES levels. The explanation given was that males tend to specialise in more highly intercorrelated courses than females, which creates variance in their aggregate.
5
Geurts, Jill, Wes Palatnick, Trevor Strome, and Erin Weldon. "Frequent users of an inner-city emergency department." CJEM 14, no. 05 (September 2012): 306–13. http://dx.doi.org/10.2310/8000.2012.120670.
Full textAbstract:
ABSTRACTBackground:Within the emergency department (ED) patient population there is a subset of patients who make frequent visits. This chart review sought to characterize this population and identify strategies to reduce frequent ED visits.Methods:Frequent use at an urban tertiary care centre was defined as 15 or more visits over 1 year. The details of each visit—demographics, entrance complaint, discharge diagnosis, arrival method, Canadian Triage and Acuity Scale (CTAS) score, and length of stay—were analyzed and compared to data from the entire ED population for the same period.Results:Ninety-two patients generated 2,390 ED visits (of 25,523 patients and 44,204 visits). This population was predominantly male (66%) and middle-aged (median 42 years), with no fixed address (27.2%). Patients arrived by ambulance in 59.3% of visits with less acute CTAS scores than the general population. Substance use accounted for 26.9% of entrance complaints. Increased lengths of stay were associated with female gender and abnormal vital signs, whereas shorter stays were associated with no fixed address and substance use (p< 0.05). Admissions were lower than the general population, and women were twice as likely as men to be admitted (p< 0.05). Patients left without being seen in 15.8% of visits.Conclusions:High-frequency ED users are more likely to be male, younger, and marginally housed and to present secondary to substance use. Although admissions among this population are low, the costs associated with these presentations are high. Interventions designed to decrease visits and improve the health of this population appear warranted.
6
Schmelzer, Paul, and Thorsten Schneider. "Consequences of Overeducation among Career Starters in Germany: A Trap for the Vocationally Trained as well as for University Graduates?" European Sociological Review 36, no. 3 (December 17, 2019): 413–28. http://dx.doi.org/10.1093/esr/jcz061.
Full textAbstract:
Abstract Research on the consequences of starting in overeducation often focuses on either secondary or tertiary graduates. We focus on both within one country, Germany. While matching and search models imply the improvement of initial overeducation, human capital theory and stigma associated with overeducation predict entrapment. The strongly skill- and occupation-based labour market for the vocationally trained in Germany mitigates the bridge function of overeducation. As the less standardized tertiary system creates more uncertainties, initial overeducation should be more prevalent and should serve as a bridge to better positions. However, depreciation of human capital and the stigma associated with overeducation oppose the bridge function of overeducation here, too. Using data from the German National Educational Panel Study (NEPS), we compare labour market positions of career starters in overeducation with those not in overeducation in subsequent years using propensity score matching. In the fifth year after labour market entrance, the differences in overeducation between initially overeducated and non-overeducated individuals amounts to 38 percentage points for graduates and 28 for vocationally trained persons. In addition, vocationally trained persons starting in overeducation face higher unemployment risks later on. Our findings challenge the assumption of a bridge function in both educational groups.
7
Mok, Magdalena, and Marcellin Flynn. "Quality of School Life and Students' Achievement in the HSC: A Multilevel Analysis." Australian Journal of Education 41, no. 2 (August 1997): 169–88. http://dx.doi.org/10.1177/000494419704100206.
Full textAbstract:
THIS study examines the relationship between Year 12 students' perceptions of life in Catholic schools and their achievement in the Higher School Certificate (HSC) examination. It investigates whether the quality of school life which students experience differs across Catholic schools and whether it still affects students' achievement in the HSC when school and student background variables are controlled. The study was conducted by surveying 4949 students from 44 Catholic high schools in New South Wales, in May 1990 regarding their perceptions of the quality of school life. Student achievement was measured by their Tertiary Entrance Score at the HSC examination in November 1990. The clear picture which emerges suggests that Catholic schools differ considerably in terms of students' HSC achievement and that the quality of school life which students experience in these schools has a significant impact on their academic achievement over and above student characteristics and background characteristics of the schools.
8
Rathner, Joseph A., and Graeme Byrne. "The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model." Advances in Physiology Education 38, no. 3 (September 2014): 221–28. http://dx.doi.org/10.1152/advan.00131.2013.
Full textAbstract:
The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as “the human bioscience problem.” In the present report, we describe the outcomes for individual success in studying first-year human physiology in a subject that emphasises team-based active learning as the major pedagogy for mastering subject learning outcomes. Structural equation modeling was used to develop a model of the impact team learning had on individual performance. Modeling was consistent with the idea that students with similar academic abilities (as determined by tertiary entrance rank) were advantaged (scored higher on individual assessment items) by working in strong teams (teams that scored higher in team-based assessments). Analysis of covariance revealed that students who studied the subject with active learning as the major mode of learning activities outperformed students who studied the subject using the traditional didactic teaching format (lectures and tutorials, P = 0.000). After adjustment for tertiary entrance rank (via analysis of covariance) on two individual tests (the final exam and a late-semester in-class test), individual student grades improved by 8% (95% confidence interval: 6–10%) and 12% (95% confidence interval: 10–14%) when students engaged in team-based active learning. These data quantitatively support the notion that weaker students working in strong teams can overcome their educational disadvantages.
9
Levy, Stuart, and Julie Murray. "Tertiary Entrance Scores Need Not Determine Academic Success: An analysis of student performance in an equity and access program." Journal of Higher Education Policy and Management 27, no. 1 (March 2005): 129–41. http://dx.doi.org/10.1080/13600800500046529.
Full text
10
Magennis, Tina, and Jennifer Mitchell. "University Entry Scores as a Predictor of Academic Performance in a Health Information Management Program." Health Information Management 28, no. 2 (June 1998): 57–61. http://dx.doi.org/10.1177/183335839802800208.
Full textAbstract:
The university entry scores for school leavers admitted to the first year of the Bachelor of Applied Science (Health Information Management) degree at the University of Sydney in 1996 were examined to determine whether the Tertiary Entrance Rank (TER) was a good predictor of academic performance, as measured by grade point average (GPA). The study also examined Higher School Certificate (HSC) results in English and mathematics, and preference selection for the health information management (HIM) course to determine whether any of these had predictive validity. The results showed that TER, HSC English and mathematics scores and preference for the course were all poor predictors of academic performance in the student's first year. Low TER was not associated with low GPA and low scores in English and mathematics were not associated with low GPA. There was no significant difference between the performance of those students who listed the HIM course as their first preference and those who did not. These results suggest that there may be no need to establish a minimum entry level for admission to the HIM course, or for prerequisites in English and mathematics. It may be that multiple criteria are required to predict academic success in this course.