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Articles sur Year 12 exams
Affichage de 1 à 20 de 23 articles
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.
Parents can support their children through the coming weeks of year 12 exams by using four strategies.
Senior school students have had a stressful year. But their personal experiences during this turbulent period can also be a source of inspiration for writing tasks in the English exam.
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.
To concentrate best, we need to resist distractions. It can help to set some goals and check your progress as you study.
Support them but make sure to respect their autonomy; encourage them to exercise, sleep and connect with friends. These are some ways to help your Year 12 child during the pre-exam period.
Eight Year 12 students in Queensland share how they feel about their disrupted, final year of school.
The pandemic has paved the way for much-needed inclusive assessments in Victorian schools – taking into account more than only students’ academic capabilities.
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 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.
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?
Les contributeurs les plus fréquents
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Senior Lecturer, Faculty of Education, Monash University
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Fulbright Scholar and Adjunct Senior Lecturer, Monash University
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Professor, Griffith Institute for Educational Research and School of Education and Professional Studies, Griffith University, Griffith University
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Senior Research Fellow, Curtin University
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Senior Lecturer, Australian Catholic University
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Senior Lecturer, Griffith University
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Professor, Leadership and School Transformation, School of Education, University of Newcastle, University of Newcastle
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Professor, Faculty of Education and Arts, Australian Catholic University
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Associate Professor in Educational Psychology, University of Sydney
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Senior lecturer, Monash University
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Doctoral candidate, University of Newcastle
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Senior Lecturer In Adolescent Development, Behaviour, Well-Being & Paedagogical Studies, Western Sydney University
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Associate professor (Curriculum Inquiry / Rural Education), University of Canberra
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Senior Lecturer in Educational Psychology and STEM, Western Sydney University
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Director, Centre for Educational Measurement and Assessment, University of Sydney
