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Teachers' Perceptions and A-Level Performance: Is There Any Evidence of Systematic Bias?
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Snell, Martin; Thorpe, Andy; Hoskins, Sherria; Chevalier, Arnaud – Oxford Review of Education, 2008
Applications for places in UK Higher Education are usually made before the results of A-level examinations are known, so references from schools and colleges normally refer to expected (or predicted) grades. Inaccuracies in these predictions may be systematically related to key characteristics of the applicant and could lead to…
Descriptors: Higher Education, Grades (Scholastic), Academic Achievement, Admission Criteria
Gender and Social Inequality at Oxford and Cambridge Universities.
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McCrum, N. G. – Oxford Review of Education, 1996
Examines the admission criteria, placement test scores, and final examination scores of students at Oxford and Cambridge Universities for statistical evidence of gender and social inequality inherent in the system. Discovers irrefutable evidence of inequity among test scores and offers several explanations for this. (MJP)
Descriptors: Academic Achievement, Admission Criteria, College Entrance Examinations, Educational Discrimination
Access to Higher Education in Portugal: Selection Procedures Revisited from Studies at the University of Lisbon.
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Marques, J. F.; Miranda, M. J. – Oxford Review of Education, 1996
Analyzes data collected from freshman at the University of Lisbon (Portugal) between 1989 and 1992. Suggests that high school records (grade point average and number of courses completed) are a better predictor of academic success than entrance examinations. Discusses technical aspects of the study and social implications of its results. (MJP)
Descriptors: Academic Achievement, Academic Aspiration, Access to Education, Admission Criteria