The Use of Rescaled Teacher Assessments in the Admission of Students to Tertiary Study

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Abstract
This paper summarizes the results of a number of Queensland studies of selection of students for admission to tertiary institutions. Data presented allow a comparison of external public examinations, school assessments moderated through a process of teacher consultation, and school assessments moderated by rescaling against a measure of scholastic aptitude in terms of their use as a basis for such selection. The value of each approach for students and tertiary institutions is considered and appropriate selection indices for each are described. Evidence of the validity of the scholastic aptitude measure for the rescaling task and of the predictive validity of all the different selection indices is provided. This evidence suggests that statistically rescaled teacher assessments predict tertiary success as effectively as external examinations.