Effectiveness of UK and international A-level assessment in predicting performance in engineering

Birch, David M.; Rienties, Bart

doi:10.1080/14703297.2013.796722

Cited by 2 publications

(3 citation statements)

References 32 publications

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“…Universities and College Admissions Service (UCAS) tariff points (the translation of qualifications and grades into a numerical value for the purposes of course entry requirements) continue to be a significant driver of degree success in undergraduate UK students with the caveat that "significance and impact on degree success vary across universities" (UK Standing Committee for Quality Assessment, 2018, p. 33). This variance is further evidenced by two single-site universities, which identified no correlation between academic pre-entry grades and degree classifications for engineering and psychology students (Birch & Rienties, 2014;Huws et al, 2010). Outside of the UK, the literature supports previous academic performance (pre-admission Grade Point Average (P-GPA) and Graduate Record Examination (GRE) as variable predictors of academic success between admission and the point of graduation (Kreiter & Kreiter, 2007;Salvatori, 2001;Siu & Reiter, 2009).…”

Section: Academic (Cognitive) Entry Standardsmentioning

confidence: 92%

“…Many UK universities, including the one used in this study, base undergraduate degree admissions decisions on pre-entry qualifications such as the two year advanced-level (A-Level), taken at the age of 18 years (Birch & Rienties, 2014). This seems appropriate when significant (yet variable) positive correlations between pre-entry qualifications and final degree classifications across a broad range of subjects are considered (Chapman, 1996;King & Aves, 2012).…”

Section: Academic (Cognitive) Entry Standardsmentioning

confidence: 99%

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Pre-entry Selection Assessment Results and Final Degree Outcomes of Occupational Therapy Students: Are There Relationships?

McGinley

2020

JOTE

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Occupational therapy (OT) admissions tutors are tasked with ensuring the recruitment of high-quality candidates who can demonstrate both academic and professional skills throughout their education and subsequently into practice. While standardized admissions criteria do not exist, it is widely accepted that both cognitive and non-cognitive characteristics should be assessed to establish academic and professional qualities of applicants. Pre-admission qualifications are generally classed as a reliable assessment of academic (cognitive) ability, with literature supporting positive but variable relationships between academic qualifications and degree classifications. Evidence to support trusted assessments of pre-admission professional (non-cognitive) skills is lacking, with ambiguity surrounding relationships between pre-admission results and graduation data. This paper compares outcomes of cumulative cognitive and non-cognitive assessments for one cohort (n=44) of pre-registration BSc (Hons) OT students at one United Kingdom (UK) university, with final degree outcomes. Quantitative methods were employed to explore potential relationships between numerical pre-admission and graduation data. Correlations were not found between a) pre-entry qualifications and final degree classifications or b) selection assessment scores and final degree classifications. Nine candidates did not meet the university's minimum cognitive (n=3) or non-cognitive criteria (n=6) but were granted admission. All nine went on to graduate with a range of degree classifications preventing a loss to the university and OT profession. Results demonstrate pre-entry data is not necessarily a predictor of graduation outcomes, indicating further research into the variables which impact a student's journey between admission and graduation is warranted.

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Section: Academic (Cognitive) Entry Standardsmentioning

confidence: 92%

Section: Academic (Cognitive) Entry Standardsmentioning

confidence: 99%

Pre-entry Selection Assessment Results and Final Degree Outcomes of Occupational Therapy Students: Are There Relationships?

McGinley

2020

JOTE

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“…An open entry approach to study inevitably means that on some measures The Open University will not look as successful as other universities. Past success is a good indicator of future success and at the point of entry that is most efficiently judged through grades achieved in previous formal examinations, with a correlation between those and future results identifiable, though weak (Birch and Rienties, 2014). While accepting such a link provides an overall picture, it is not the case at an individual level that learners with low or no previous qualifications will not succeed.…”

Section: Fundamentals For Learning At Scalementioning

confidence: 99%

Teaching and Learning at Scale: Foundations

McAndrew

2019

Educational Visions: The Lessons From 40 Years of Innovation

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(OU) offered a radical change in how higher education was considered in the UK from the 1960s. A fundamental change was to allow access to those who wanted to learn, without their needing to show prior success in qualifications. Alongside this expansion in offering access there also needed to be a rethink in how learning could operate at scale. Higher education has a tradition of individual responsibility that was not suited to the complexity of the task, rather the OU needed to take a team approach to designing, building and operating the learning experience. Addressing such complexity is one part of the model in Beyond Prototypes (introduced briefly in Chapter 1), recognising the complexity that occurs when applying Technology Enhanced Learning (TEL)

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Effectiveness of UK and international A-level assessment in predicting performance in engineering

Abstract: In many universities, admissions decisions

Cited by 2 publications

References 32 publications

Pre-entry Selection Assessment Results and Final Degree Outcomes of Occupational Therapy Students: Are There Relationships?

Pre-entry Selection Assessment Results and Final Degree Outcomes of Occupational Therapy Students: Are There Relationships?

Teaching and Learning at Scale: Foundations

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