Cambridge Assessment Seminar Anglia Assessment Ltd Why are admission systems needed? “Unified Admission Systems for HEIs: Historically, restrictive admissions systems were not needed. fundamental principles, examples from In education, in Europe, numerus clausus was post-Socialist states, and potential introduced to impose religious/racial quotas. lessons for the UK” In modern European countries, numerus clausus is about a mismatch between supply and demand. This raises the question of merit – g.bethell@anglia-assessment.org assessment of ‘merit’ and selection by ‘merit’. a.zabulionis@anglia-assessment.org anglia assessment anglia assessment Admission system in Soviet times Post-Socialist Reforms Each university had its own Firstly, centralised exams were introduced: ‘door’. ‘measure of merit’ is unified, burden on Each university controlled student less, etc. entry through its own But – universities still control their own exams. ‘doors’. Applicants formed a ‘queue’ Since the late 80’s early 90’s centralised at each door with only the exams and national ‘exam centres’ best admitted. established in the vast majority of post- But… how many queues can socialist states. you stand in at the same time? anglia assessment anglia assessment 1 G Bethell and A Zabulionis, February 2013
Cambridge Assessment Seminar Anglia Assessment Ltd The right students What is an Admissions System’s function ? are the ones that will The right course for me do best on my course is the one I want to To allocate the right students to the right at my university… study at my preferred study programmes (courses) at the right university… universities. But what does “right” mean, and from whose point of view? Society? Student? University? anglia assessment anglia assessment Two alternative views. Firstly… Two alternative views. Secondly… The student decides where and what he/she wants to The student decides where and what he/she wants to study and submits an application through University study and submits and application through a Entrance Commission (or in UK via UCAS). Centralised Admissions System (NOT like UCAS). The university concerned sets requirements for Universities may set requirements for applicants applicants (exam results, aptitude tests, school (subject profile, exam results, ‘performance tests’, record, work experience…) etc.) Based on this information, all students applying to this Based on this information, all students are allocated to course are ranked and an ordered list is prepared. The courses according to their wishes and their ‘top’ students from this ‘queue’ are invited - as many as proficiency (and, of course, the number of places there are places available on this course. available) – centrally, by the CAS. Selected students are invited to formally accept the Selected students are invited to formally accept an university’s ‘invitation to study’. ‘invitation to study’ on a particular course. anglia assessment anglia assessment 2 G Bethell and A Zabulionis, February 2013
Cambridge Assessment Seminar Anglia Assessment Ltd Situation in the UK UCAS – ‘choices’ Universities control admissions – UCAS is Why not? (just) an administrative convenience. The current process takes so long that student choices must be severely restricted. Why ‘5’? The bulk of the admissions process takes place before exam results are known. Hence offers are conditional. I’m passionate about Computer Science. I don’t This leads to perverse outcomes… care where I study! At least 180 institutions offer courses in this subject. UEA on its own offers 7 courses with Computer Science in the title! anglia assessment anglia assessment UCAS – ‘choices’ UCAS – ‘choices’ I am a brilliant student of Physics. Why can’t I apply to Cambridge and Oxford? There are at least 14 institutions in the UK that Perhaps if I had to go to offer Dentistry. Why am I Oxford as my second choice limited to just four courses? it would raise the quality of Physics graduates there? anglia assessment anglia assessment 3 G Bethell and A Zabulionis, February 2013
Cambridge Assessment Seminar Anglia Assessment Ltd Conditional offers – part 1 Conditional offers – part 2 Offers and decisions of applicants Exam results are released ANN OFFERS BOB ANN OFFERS BOB AAA AAA Uni. 1 Uni. 1 ABB ABB Uni. 2 Uni. 2 In order of In order of Uni. 3 Uni. 3 preference preference Uni. 4 Uni. 4 CCC CCC Uni. 5 Uni. 5 A*AB Results ABB anglia assessment anglia assessment Conditional offers – part 3 An alternative system next door… Outcomes – Who’s happy? Who’s not? ANN OFFERS BOB AAA Uni. 1 ABB Uni. 2 In order of Central Applications Office Uni. 3 preference An LárOifig Iontrála Uni. 4 Uni. 5 CCC A*AB Results ABB anglia assessment anglia assessment 4 G Bethell and A Zabulionis, February 2013
Cambridge Assessment Seminar Anglia Assessment Ltd Choices Choices: caveat for applicants 10 10 10 10 Hons. Hons. Ord. + Higher Cert. Ord. + Higher Cert. anglia assessment anglia assessment Scores Example Irish Leaving Certificate Exam (Bonus for Higher Level Six best scores Maths) in one sitting anglia assessment anglia assessment 5 G Bethell and A Zabulionis, February 2013
Cambridge Assessment Seminar Anglia Assessment Ltd So the Irish do use a CAS but… the student carries his/her ‘fixed’ score into the competitions for each of their chosen courses*. As this is not the most sophisticated model available, we call this ‘CAS Lite’. *There are a few exceptions to this general rule. anglia assessment anglia assessment Can we adapt to incorporate university course profiles? A student takes A-levels in Maths, What are the possible Physics and Biology and applies for consequences for applicants and different courses. universities? Perhaps ‘Astrophysics’ would like to ‘weight’ these scores: (2M+2P+1B)/5 Perhaps ‘Maths’ would like to ‘weight’ them differently: (3M+1P+1B)/5 Now the same exam results give the student different scores for different courses! anglia assessment anglia assessment 6 G Bethell and A Zabulionis, February 2013
Cambridge Assessment Seminar Anglia Assessment Ltd Example 2a: Selection on score Example 2b: Selection on ‘wish’ University of University of University of University of Leeds Manchester Leeds Manchester 1 st wish / 2 nd wish / 1 st wish / 2 nd wish / Alan Alan 64 score 56 score 64 score 56 score 2 nd wish / 1 st wish / 2 nd wish / 1 st wish / Brigit Brigit 66 score 54 score 66 score 54 score anglia assessment anglia assessment Example 3b: What happens if Example 3a: The 3-applicant case Charlie removes his third wish? University of University of University of University of University of University of Leeds Manchester Nottingham Leeds Manchester Nottingham Alan 1 st /65 3 rd /59 2 nd /45 Alan 1 st /65 3 rd /59 2 nd /45 Brigit 2 nd /61 1 st /55 3 rd /49 Brigit 2 nd /61 1 st /55 3 rd /49 Charlie 3 rd /69 2 nd /51 1 st /41 Charlie 3 rd /69 2 nd /51 1 st /41 anglia assessment anglia assessment 7 G Bethell and A Zabulionis, February 2013
Cambridge Assessment Seminar Anglia Assessment Ltd Example 3c: the new outcome – everyone Example 3d: for universities? moves because Charlie removed his last wish! Strange… University of University of University of University of University of University of Leeds Manchester Nottingham Leeds Manchester Nottingham Alan 1 st /65 3 rd /59 2 nd /45 Alan 1 st /65 3 rd /59 2 nd /45 Brigit 2 nd /61 1 st /55 3 rd /49 Brigit 2 nd /61 1 st /55 3 rd /49 Charlie 3 rd /69 2 nd /51 1 st /41 Charlie 3 rd /69 2 nd /51 1 st /41 anglia assessment anglia assessment Common Admissions System Main technical principles Students’ wishes Information from Universities Fairness – every applicant must be given proof that all his/her ‘rejected’ higher wishes are impossible (given his/her existing admission scores). Uniqueness – must always lead to the same solution e.g. outcome doesn’t depend on Students’ admission scores which course or university gets ‘first pick’. Finiteness – must finish (and in a reasonable time )! Outcomes: Invitations for studies anglia assessment anglia assessment 8 G Bethell and A Zabulionis, February 2013
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