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Marked for Success -- Secondary School Performance and University Achievement in Biology

Keith Comer (Institutionen för tillämpad informationsteknologi, Centrum för fackspråk och kommunikation (Chalmers)) ; Erik Brogt ; Kaylene Sampson
Australasian Association for Institutional Research (AAIR) Journal (1443-2110). Vol. 16 (2011), 2, p. 42-53.
[Artikel, refereegranskad vetenskaplig]

Building on Shulruf, Hattie and Tumen (2008), this work examines the capacity of various National Certificate in Educational Achievement (NCEA)-derived models to predict first-year performance in Biological Sciences at a New Zealand university. We compared three models: (1) the ’best-80‘ indicator as used by several New Zealand universities as a predictor of grade point average (GPA); (2) the ’best-80‘ as a predictor of outcome grade in biology courses and (3) ’domain status‘ in biology and chemistry as a predictor of outcome grade. These models span quantity, quality and competency measures in examining student performance and success at both university-wide and specific disciplinary levels. Results show that the models explain between 25 and 45% of the variance, which may present challenges if one of these models were to become the sole determinant for enrolment and limitation of entry policies, but can be useful in an advisory capacity.

Nyckelord: Biology first year student success; New Zealand NCEA; university entrance exam and first year GPA



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Denna post skapades 2012-09-17.
CPL Pubid: 163496

 

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Institutioner (Chalmers)

Institutionen för tillämpad informationsteknologi, Centrum för fackspråk och kommunikation (Chalmers) (2009-2011)

Ämnesområden

Livsvetenskaper
Biologiska vetenskaper
Internationell pedagogik
Lärande

Chalmers infrastruktur