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ERIC Number: EJ1076385
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: 35
Is ATAR Useful for Predicting the Success of Australian Students in Initial Teacher Education?
Wright, Vince J.
Australian Journal of Teacher Education, v40 n9 Article 1 Sep 2015
Quality teaching is the most significant systemic factor contributing to student achievement. Attracting, developing and retaining effective teachers are important goals for Australia as they are for all nations. Debate rages currently about criteria for selection of students into Initial Teacher Education (ITE). The Australian Tertiary Admission Rank (ATAR) is promoted by some commentators as a useful selection measure. The data from six cohorts of students from undergraduate degree programmes at a Melbourne university campus were investigated to evaluate the validity of ATAR as a predictor of academic success and performance on school placement. ATAR was positively related to academic success for students in the three Bachelor of Education Primary cohorts but was weakly related for the three Early Childhood/Primary cohorts. Ratings of performance by associate teachers on placement were unrelated to ATAR for all six cohorts. Given less than one third of students nationally enter ITE on the basis of their ATAR the data suggest that a variety of selection methods and criteria are required and ensuring high standards within IITE courses is the best way to control for quality of graduates.
Descriptors: Foreign Countries, Teacher Education, Undergraduate Students, Academic Achievement, Teacher Placement, Correlation, Admission Criteria, College Admission, Prediction
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Program for International Student Assessment; Trends in International Mathematics and Science Study