Predicting university performance

Abstract

University admissions in Australia are dictated primarily by entrance ranking scores (TER) based on all courses taken in secondary school. However, these are unreliable indicators of ability to do mathematically based university courses. Differences in mathematical curricula between Australian states also complicates admissions for students moving interstate, especially with 19 or more different mathematical courses being offered in high schools across Australia. This article compares student TER and performance in a diagnostic test, against their university grade at the end of one semester to find a better predictor than simple TER measures. References

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