QCE and QSA presentations for school communities

1. QCE and QSA presentations forschool communities Part 4 — Tertiary pathways

2. Our focus for the presentation The QCS test How OPs are calculated How FPs are calculated Alternative pathways to tertiary study

3. What is the QCS test? The Queensland Core Skills (QCS) test is a Queensland test, designed for Queensland students, developed by the QSA and administered in schools.

4. What is the QCS test? The QCS Test is: a common statewide scaling test for Queensland Year 12 students an achievement test, not an intelligence or aptitude test.

5. It assesses the 49 Common Curriculum Elements scanned from the Queensland senior curriculum. It does not assess subject-specific knowledge. The test assumes basic levels of general knowledge and vocabulary, and a Year 10 knowledge of mathematical operations.

6. The 49 Common Curriculum Elements Recognising letters, words and other symbols Finding material in an indexed collection Recalling/remembering Interpreting the meaning of words or other symbols Interpreting the meaning of pictures/illustrations Interpreting the meaning of tables or diagrams or maps or graphs Translating from one form to another Using correct spelling, punctuation, grammar Using vocabulary appropriate to a context Summarising/condensing written text Compiling lists/statistics Recording/noting data Compiling results in a tabular form Graphing Calculating with or without calculator Estimating numerical magnitude Approximating a numerical value Substituting in formulae Setting out/presenting/arranging/displaying Structuring/organising extended written text Structuring/organising a mathematical argument Explaining to others Expounding a viewpoint Empathising Comparing, contrasting Classifying Interrelating ideas/themes/issues Reaching a conclusion which is necessarily true provided a given set of assumptions is true Reaching a conclusion which is consistent with a given set of assumptions Inserting an intermediate between members of a series Extrapolating Applying strategies to trial and test ideas and procedures Applying a progression of steps to achieve the required answer Generalising from information Hypothesising Criticising Analysing Synthesising Judging/evaluating Creating/composing/devising Justifying Perceiving patterns Visualising Identifying shapes in two and three dimensions Searching and locating items/information Observing systematically Gesturing Manipulating/operating/using equipment Sketching/drawing These were derived from senior syllabuses.These were derived from senior syllabuses.

7. It is theoretically possible for all students to receive an A provided they fulfil the specified criteria for an A on the QCS Test.

8. An individual student’s OP is not determined by their individual QCS Test results. It is very important that all OP-eligible students in a school perform to the best of their ability, as the group result is used to determine individual OPs.

9. What is an Overall Position (OP)? An Overall Position: gives a student’s rank order position based on overall achievement in Authority subjects requires that students study at least 20 semester units (usually 5 subjects) in Authority subjects with at least 3 subjects studied for 4 semesters.

10. What is an Overall Position (OP)? An Overall Position: requires the student to sit the QCS Test and remain at school until the final day for Year 12 is divided into bands, with Band 1 being the highest and Band 25 the lowest.

11. How are OPs reported?

12. The 2008 distribution of OPs.The 2008 distribution of OPs.

14. Year 12Ancient History 400 Jane 399 Tom 385 Alice 372 Michael 370 Bill 368 Ann Students are ranked within each subject in a school. There are varying gaps between students according to their SAI.Students are ranked within each subject in a school. There are varying gaps between students according to their SAI.

15. Year 12Modern History 400 Tom 399 Jane 385 Alice 383 Bill 370 Michael 368 Ann The student’s SAIs will vary from subject to subject depending on their achievement relative to other members of the class.The student’s SAIs will vary from subject to subject depending on their achievement relative to other members of the class.

16. Different subject SAIs cannot be compared for a student. The spread of achievement within the class will vary from subject to subject. The bottom student (SAI 400) could be a VLA in one subject or an HA in another. The SAIs are scaled differently depending on the QCS Test results for each group. It is the group of students in a subject in a school that determines that subject scaling!Different subject SAIs cannot be compared for a student. The spread of achievement within the class will vary from subject to subject. The bottom student (SAI 400) could be a VLA in one subject or an HA in another. The SAIs are scaled differently depending on the QCS Test results for each group. It is the group of students in a subject in a school that determines that subject scaling!

17. The SAIs for all subjects are scaled and a ranking determined of all the students within a school. The first stage of scaling places students’ subject results in a given school onto one standard scale, irrespective of the subjects studied. The scaling procedure uses the subject-group's results (the average and spread) from the QCS Test to account for differences in the overall achievement of students between subjects. A student's 5 best scaled SAIs are then averaged to produce an overall measure of the student's achievement compared to all other OP-eligible students at the school. This measure is called the Overall Achievement Indicator (OAI). The second stage of scaling recalculates the OAIs so that they can be compared between schools. This calculation uses schools' overall results in the QCS Test to account for the different overall achievement of students in different schools. Cut-offs are applied and OPs determined. For each student there are approximately five stages: 1. Each student gets an SAI in each authority subject. 2. SAI scaled. 3.Top 5 subjects or 20 weighted semester units (WSU) scaled SAIs averaged – OAI. 4. OAI scaled by school QCS scaling parameters to give scaled OAI – which is calculated with high precision. 5. Scaled OAI put into list with all eligible students – approx. top 2% are OP1, next OP 2 – therefore you could miss out on an OP1 by 1/10000. The SAIs for all subjects are scaled and a ranking determined of all the students within a school. The first stage of scaling places students’ subject results in a given school onto one standard scale, irrespective of the subjects studied. The scaling procedure uses the subject-group's results (the average and spread) from the QCS Test to account for differences in the overall achievement of students between subjects. A student's 5 best scaled SAIs are then averaged to produce an overall measure of the student's achievement compared to all other OP-eligible students at the school. This measure is called the Overall Achievement Indicator (OAI). The second stage of scaling recalculates the OAIs so that they can be compared between schools. This calculation uses schools' overall results in the QCS Test to account for the different overall achievement of students in different schools. Cut-offs are applied and OPs determined. For each student there are approximately five stages: 1. Each student gets an SAI in each authority subject. 2. SAI scaled. 3.Top 5 subjects or 20 weighted semester units (WSU) scaled SAIs averaged – OAI. 4. OAI scaled by school QCS scaling parameters to give scaled OAI – which is calculated with high precision. 5. Scaled OAI put into list with all eligible students – approx. top 2% are OP1, next OP 2 – therefore you could miss out on an OP1 by 1/10000.

18. Field Positions What are Field Positions? Why do I need them? How many do I need? How are they used?

19. What are Field Positions (FPs)? Field Positions: give a student’s rank order position in Authority subjects in up to 5 different fields are only relevant to students who are OP-eligible are banded into 10 bands, with 1 the highest and 10 the lowest

20. How are FPs used? Field Positions are used by universities and TAFEs to further discriminate between students when there are more students applying for a course than there are places. These are not often used.

21. What are the different fields? Field Positions are given in up to 5 of the following areas: Field A ? extended written expression Field B ? short written communication Field C ? basic numeracy Field D ? solving complex problems Field E ? practical performance. When calculating FPs, the QSA uses the SAIs for the subjects that contribute to a particular field. The extent to which a subject contributes to each FP depends on the weighting of that subject. Although subjects do not contribute equally to FPs, most subjects contribute at least some weight to most fields. When calculating FPs, the QSA uses the SAIs for the subjects that contribute to a particular field. The extent to which a subject contributes to each FP depends on the weighting of that subject. Although subjects do not contribute equally to FPs, most subjects contribute at least some weight to most fields.

22. Field Position A These are some of the subject weights for students completing Year 12 in 2009. See the QSA website for more details.These are some of the subject weights for students completing Year 12 in 2009. See the QSA website for more details.

23. Field Position B These are some of the subject weights for students completing Year 12 in 2009. See the QSA website for more details.These are some of the subject weights for students completing Year 12 in 2009. See the QSA website for more details.

24. Field Position C These are some of the subject weights for students completing Year 12 in 2009. See the QSA website for more details.These are some of the subject weights for students completing Year 12 in 2009. See the QSA website for more details.

25. Field Position D These are some of the subject weights for students completing Year 12 in 2009. See the QSA website for more details.These are some of the subject weights for students completing Year 12 in 2009. See the QSA website for more details.

26. Field Position E These are some of the subject weights for students completing Year 12 in 2009. See the QSA website for more details.These are some of the subject weights for students completing Year 12 in 2009. See the QSA website for more details.

27. This student is undertaking English, German, Biology, Physics and Drama. Check on website for correct weightings This slide shows the field weights for this course of study.This student is undertaking English, German, Biology, Physics and Drama. Check on website for correct weightings This slide shows the field weights for this course of study.

29. Field Position eligibility e.g. Field A – Extended written expression English 5 x 4 semesters = 20 French 1 x 4 semesters = 4 Ancient History 5 x 4 semesters = 20 Mathematics A 1 x 4 semesters = 4 Accounting 3 x 4 semesters = 12 A total of 60 weighted semester units. Eligible in this field. 60 weighted semester units = The student is eligible for a Field Position in Field A.60 weighted semester units = The student is eligible for a Field Position in Field A.

30. Field Position eligibility e.g. Field C – Basic numeracy English 1 x 4 semesters = 4 French 1 x 4 semesters = 4 Ancient History 2 x 4 semesters = 8 Mathematics A 5 x 4 semesters = 20 Accounting 5 x 4 semesters = 20 A total of 56 weighted semester units. Not eligible in this field. 56 weighted semester units = This student is not eligible for a Field position in Field C.56 weighted semester units = This student is not eligible for a Field position in Field C.

31. How is the FP calculated? The best scaled SAIs whose weights total to 60 are counted, i.e. the best 60 weighted semester units.

32. The student’s scaled SAI for each subject is multiplied by the scaling factor to give a Field Achievement Indicator (FAI).The student’s scaled SAI for each subject is multiplied by the scaling factor to give a Field Achievement Indicator (FAI).

33. The Field Achievement Indicators (FAIs) are then averaged. Students are ranked in each field and cut-offs applied. The highest FP is 1 and the lowest is 10. How is the FP calculated?

34. How are field positions used? All students with OPs 1?4 get a position. Not all students with an OP of 5 can get a position. Field Position A is then looked at. All students with an FP result of 1 or 2 gain a position but not all those with a result of 3. Field Position C is then considered. All students with a result of 1 or 2 gain a position to bring the total students to 90. All students with OPs 1?4 get a position. Not all students with an OP of 5 can get a position. Field Position A is then looked at. All students with an FP result of 1 or 2 gain a position but not all those with a result of 3. Field Position C is then considered. All students with a result of 1 or 2 gain a position to bring the total students to 90.

35. Student result sample Students with the same levels of achievement can get a variety of OPs. These students may be in the same school but each result could be anywhere between the top or bottom of the SA band. One cannot compare students from different schools even if student has same subjectsStudents with the same levels of achievement can get a variety of OPs. These students may be in the same school but each result could be anywhere between the top or bottom of the SA band. One cannot compare students from different schools even if student has same subjects

36. The range of OPs (2002–2006) LoA Max(OP) Min(OP) 6 VHAs 1 7 6 HAs 2 17 6 SAs 8 23 6 LAs 16 25 6 VLAs 22 25 On a student’s statement, 6 VHAs could give a range of OPs from a 1 to a 7 – students cannot assume they will get an OP 1. 6 HAs could give a student anywhere from an OP 3 to 17!On a student’s statement, 6 VHAs could give a range of OPs from a 1 to a 7 – students cannot assume they will get an OP 1. 6 HAs could give a student anywhere from an OP 3 to 17!

37. Patterns of study resulting in an OP 1 English VHA Ancient History HA Japanese HA Graphics HA Art VHA Maths A VHA Students can get an OP1 through a variety of patterns of study.Students can get an OP1 through a variety of patterns of study.

38. Patterns of study resulting in an OP 1 English VHA Ancient History HA Modern History VHA Geography VHA Legal Studies VHA Drama VHA Students can get an OP1 through a variety of patterns of study. This student may not get a QCE because there is not a Maths subject to fulfil numeracy. Students can get an OP1 through a variety of patterns of study. This student may not get a QCE because there is not a Maths subject to fulfil numeracy.

39. Patterns of study resulting in an OP 1 English VHA Drama VHA Art VHA Legal Studies VHA Maths A VHA Students can get an OP1 through a variety of patterns of study. Students can get an OP1 through a variety of patterns of study.

40. Patterns of study resulting in an OP 1 English VHA Physics VHA Chemistry VHA Biology VHA Maths B VHA Maths C VHA Students can get an OP1 through a variety of patterns of study. This is the most common pattern because to get an OP1 a student must be outstanding. Students who fit this category often like all subjects – this pattern keeps all prerequisites covered and all options open. A student may go to a B Arts never having studied history but a B Science needs maths and science. However, a student would not do this course unless they loved maths and science! Students can get an OP1 through a variety of patterns of study. This is the most common pattern because to get an OP1 a student must be outstanding. Students who fit this category often like all subjects – this pattern keeps all prerequisites covered and all options open. A student may go to a B Arts never having studied history but a B Science needs maths and science. However, a student would not do this course unless they loved maths and science!

41. Alternative pathways Some students choose a pathway that does not lead to an OP or university entrance directly from school.

42. Some alternatives School-based traineeships and apprenticeships Certificate level studies undertaken at school

43. Take advantage Students with completed or partially completed VET certificates, traineeships or apprenticeships will: complete courses in less than prescribed time have nationally recognised work skills have an advantage when entering the workforce receive credit towards further related certificate/diploma study Many VET qualifications can be completed while at school. A VET qualification could be started at school and completed post-Year 12. Many VET qualifications can be completed while at school. A VET qualification could be started at school and completed post-Year 12.

44. Samantha is not OP-eligible Religion and Ethics# VHA English* SA Art* VHA Maths A* VLA Hospitality Studies # VHA BCT* VHA Child care studies# SA * Authority Subject # Authority-Registered Subject This student does not have enough Authority subjects to be OP-eligibleThis student does not have enough Authority subjects to be OP-eligible

45. Authority subjects based on: VHA = 8.9, HA = 6.3, SA = 4, LA = 2.3, VLA = 1.3     Authority-registered subjects (including Subject Area Specifications) based on: VHA = 5.3, HA = 3.5, SA = 2, LA=1.4, VLA = 1    Recorded Vocational Education and Training (VET) modules based on: Successful (J) = 3.5 Embedded modules based on: Successful = 4.4 Schedule for determining a rank for OP-ineligible students These weightings are use to determine a tertiary entrance rank for students who are not OP-eligible. This schedule may change.These weightings are use to determine a tertiary entrance rank for students who are not OP-eligible. This schedule may change.

46. Samantha is not OP-eligible Religion and Ethics VHA 5.3 English SA 4 Art VHA 8.9 Maths A VLA 1.3 Hospitality Studies VHA 5.3 BCT VHA 8.9 Child care studies SA 2 GPA 6.48 Subject = Used in calculation of rank (best 20 semester units)

47. Weighted average of numerical equivalents of assessments in best 20 units of Authority subjects, Authority-registered subjects and VET modules. Samantha’s grade point average of 6.48 puts her in the “6.00 or above” category. This and her QCS Test result determine Samantha’s rank. Weighted average of numerical equivalents of assessments in best 20 units of Authority subjects, Authority-registered subjects and VET modules. Samantha’s grade point average of 6.48 puts her in the “6.00 or above” category. This and her QCS Test result determine Samantha’s rank.

48. Possible rank for Samantha E or did not sit 78 (11) D 81 (10) C 84 (9) B 87 (7) A 91 (6)

49. Common myths

50. I must do Maths and Science to get a good OP ? Myth If I get 5 VHAs I will get an OP1 ? Myth If I do poorly on the QCS Test I will get a poor OP ? Myth The hardest courses have the highest OP cut-off ? Myth OP myths Physical education teaching is often harder to get into than teaching maths or science.Physical education teaching is often harder to get into than teaching maths or science.

51. Music, Speech & Drama and Dance exams ? Myths If I don’t have an OP I can’t go on to further study ? Myth I’ll get an “extra” OP point ? Myth I don’t have to apply through QTAC if I want to study these areas at university ? Myth If you study performance areas outside the school: You will NOT get an extra OP point because of your extra curricula studies. You must apply through QTAC and to the institution itself to apply for tertiary study in these areas. Tell the school if your are studying TAFE or other extra curricula subjects if you want them to appear on your senior certificate.If you study performance areas outside the school: You will NOT get an extra OP point because of your extra curricula studies. You must apply through QTAC and to the institution itself to apply for tertiary study in these areas. Tell the school if your are studying TAFE or other extra curricula subjects if you want them to appear on your senior certificate.

52. Scenarios

53. Scenario 1 OP 20 Completes TAFE Diploma QTAC allocates selection rank Possible credit towards university degree Completing a TAFE diploma at present gives a minimum rank of 82. A like diploma into a like degree may get up to a year's credit (e.g. business to business) – check with each university.Completing a TAFE diploma at present gives a minimum rank of 82. A like diploma into a like degree may get up to a year's credit (e.g. business to business) – check with each university.

54. Scenario 2 OP 16 University degree not first preference Successfully completes 1 year full-time equivalent QTAC allocates rank

55. Scenario 3 Employed as bank teller for 5 years QTAC allocates rank Sits STAT QTAC may allocate a higher rank Work history may give a rank – the schedule is available on QTAC website. The STAT test is a 2-hour multiple choice that may be used alone or to make employment or study rank higher.Work history may give a rank – the schedule is available on QTAC website. The STAT test is a 2-hour multiple choice that may be used alone or to make employment or study rank higher.