Each year when Year 12 results come out, there is a huge focus on students who achieve top marks and high ATARs. Is this healthy?
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The ATAR does not determine where students end up as much as it shapes where they start and the way they get there.
Final school exams are typically seen as a very intense period of preparation. But it is also important to rest during this time if you want to maximise your performance.
Each year, the same narrow narrative about ‘top students’ appears in the media after year 12 results. New research talks to students who are the first in their families to go to university
Year 12 students around Australia are beginning to receive their exam results. It’s a time of intense pressure for many young people.
Self-compassion is about talking to yourself like you would talk to a good friend.
Research which shows you can reliably predict a student’s year 12 results by year 11. This suggests we don’t need a battery of stressful exams to work out what they do next.
Year 12 students, particularly in NSW and Victoria, have been disconnected from friends and faced anxiety over the uncertainty of exams. This added to the already high stress levels of this age group.
Our educational model, and particularly end-of-school assessments, are based on old modes of practice that no longer serve the 21st century student and their future. We have other options.
Year 12 students in NSW affected by lockdowns will be able to apply for special consideration for exams and special projects. Here’s what Victorian teachers said about a similar policy last year.
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.
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?
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.
There’s no substitute for study, but if you want to help yourself do better in exams, you should get enough sleep, exercise and try to enjoy the process.
The new physics syllabus for year 11 and 12 students in NSW contains no mention of specific women who have contributed to the field, nor their work.
There are benefits and drawbacks to both formative and summative assessment. Both are important parts of a rigorous assessment program.
The parents of high achieving students often think of selective entry schools as the ideal option for their child. But do these schools churn out well-rounded young adults, or students trained for exams and little else?
This week thousands of students across Australia begin their final year of schooling. The certificate they receive will vary from state to state, and their post-secondary plans may be university, an apprenticeship…
The release of this year’s Australian Tertiary Admission Rank (ATAR) will result in mixed feelings among school-leavers. There are those who will be elated at having achieved a score that places them in…
Principales colaboradores
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Professor, Leadership and School Transformation, School of Education, University of Newcastle, University of Newcastle
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PhD candidate. Sydney University Physics Education Research (SUPER) group, University of Sydney
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Senior Lecturer, Australian Catholic University
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Associate professor (Curriculum Inquiry / Rural Education), University of Canberra
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Associate Professor, Faculty of Education, Monash University
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Senior lecturer, Monash University
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Associate lecturer, Curtin University
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Research fellow, University of Sydney
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Senior Lecturer, Faculty of Education, Monash University
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Professor, University of Newcastle
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Doctoral candidate, University of Newcastle
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Lecturer, Teachers and Teaching Research Centre, School of Education, University of Newcastle
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Professor of Clinical Psychology, University of Sydney
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Associate Professor in Educational Psychology, University of Sydney
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Scientia Professor and Professor of Educational Psychology, UNSW Sydney
