The pandemic has paved the way for much-needed inclusive assessments in Victorian schools – taking into account more than only students’ academic capabilities.
Articles on Year 12
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With Year 12s studying for their final year exam, the score of which will be converted into a ranking as related to their peers across the country, many Victorians are worried they may be set back.
A recent report recommended all students leave school with a learner profile. This will capture their academic results, as well as other achievements like extracurricular activities.
A new study and its methods provides a way to replace the current Year 12 structure with one that will help prepare senior school students for their journey into the future – whatever that may be.
No single measure in isolation prevents disease transmission. It is a matter of reducing the likelihood and enhancing the capacity of the system to deal with events that occur.
Even before COVID-19, use of the ATAR for university entry was contentious. Now it’s even more so, and universities need to rely on other ways to admit students.
Students in year 12, as well as those who need foundational skills right before starting school, are among those the NSW government should prioritise during the staggered return to school.
Teachers have the data from past exams and assessments and can reliably predict how their student would do.
Research shows teachers in US private and privileged public schools inflate grades due to pressure from students and parents. This could happen in Australia if we cancel year 12 exams.
How will the move to online study, and the disruption of routine, affect year 12 students’ abilities to perform and, consequently, their grades? And what does this mean for university entry?
The way you pursue your goals can be the difference between maintaining happiness or feeling stressed. Try not to overthink it and break big goals up into smaller, more manageable ones.
Some subjects are more likely to get you into university. But more advantaged students access these subjects. This means we have an unequal system.
NSW schools are losing senior music students in significant numbers. Teachers say they’re dropping the subject in year 12 to ensure a higher ATAR.
The ATAR is mainly used as an efficient way for universities to decide which students can be offered a place in a certain course.
In our efforts to support young people, we might be teaching them to be afraid rather than encouraging them to see exams as a positive challenge.
New analysis shows public schools have similar, or even better, results than private schools with similar rankings of socioeconomic status.
Research tells us goal setting is important, but not all goals are created equal. Here are five things to consider when setting goals for your final year in school.
This study confirms that a student’s background matters, and that targeting students early is vital.
Don’t panic if you didn’t get the school results you wanted – here’s what to do.
The ATAR is being used less and less as the sole measure that universities use to select students. It’s time to question its value and the pressure it puts on students in year 12.
Top contributors
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Scientia Professor and Professor of Educational Psychology, UNSW
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Professor of Education Policy and Practice, Youth Studies, Monash University
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Professor of Educational Psychology, University of Wollongong
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Senior Lecturer, Faculty of Education, Monash University
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Associate Professor of Education Policy, Australian Catholic University
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Professor, Leadership and School Transformation, School of Education, University of Newcastle, University of Newcastle
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Senior Lecturer, Griffith University
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Lecturer, Teachers and Teaching Research Centre, School of Education, University of Newcastle
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Associate professor, RMIT University
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Professor (Curriculum Inquiry / Rural Education), University of Canberra
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Associate Professor, Faculty of Education, Monash University
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Professor of Psychology & Mental Health, Edith Cowan University
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Lecturer in Mathematics Education, University of Sydney
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Senior Lecturer in Mathematics Education, University of Sydney
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Lecturer, School of Education, Edith Cowan University