2000 HIGHER SCHOOL CERTIFICATE EXAMINATION STATISTICS

Transcription

1 2 HIGHER SCHOOL CERTIFICATE EXAMINATION STATISTICS

2 Published by Board of Studies NSW GPO Box 53 Sydney 21 Australia Tel: (2) Fax: (2) Internet: 21 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act School students in NSW and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study. When you access the Material you agree: to use the Material for information purposes only; to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW; to acknowledge that the Material is provided by the Board of Studies NSW; not to make any charge for providing the Material or any part of the Material to another person or in any way make commercial use of the Material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee; to include this copyright notice in any copy made; not to modify the Material or any part of the Material without the express prior written permission of the Board of Studies NSW. The Material may contain third party copyright materials such as photos, diagrams, quotations, cartoons and artworks. These materials are protected by Australian and international copyright laws and may not be reproduced or transmitted in any format without the copyright owner s specific permission. Unauthorised reproduction, transmission or commercial use of such copyright materials may result in prosecution. The Board of Studies has made all reasonable attempts to locate owners of third party copyright material and invites anyone from whom permission has not been sought to contact the Copyright Officer, ph (2) , fax (2) ISBN

3 Table of Contents Preface...4 Chapter 1 - Overview...5 Higher School Certificate Pathways... 6 The 2 Higher School Certificate Examination... 6 Table 1 - Total Candidature by Award and Sex... 7 Reporting Results to Candidates... 7 The Universities Admissions Index... 8 Table 2 - Total Candidature by Universities Admissions Index Eligibility and Sex... 9 Table 3 - HSC Schools by Type... 1 Table 4 - Total Candidature by School Type and Sex... 1 Chapter 2 - Study Pattern Statistics...11 NAFLaSSL Courses Table 5 - NAFLaSSL Courses by Host Authority Table 6 - Frequency Distribution of Units Studied Table 7 - Entries in Board Developed Courses by Subject, Course and Sex Chapter 3 - Award and Scaling Statistics...2 Gender Differences in HSC Courses Table 8 - Gender Differences by Course for Selected Courses Moderating School Assessment Marks Table 9 - Correlation - Scaled Examination Mark vs Moderated Assessment Percentile Bands Table 1 - Distribution of Percentiles by Course for Candidatures Larger than Marking the Examination Scripts A Guide to the Course Scaling Statistics... 46

4 Preface The Higher School Certificate Examination Statistics report has been published annually since 1985 by the Board of Studies and its predecessors. Each volume provides a statistical view of the candidature, the courses and the scaling of marks for a particular year while also serving as a public record of the Higher School Certificate Examination. The statistical tables can provide a valuable resource for teachers and researchers, with comparisons able to be made both within a single year and over an extended period of time. In previous years the report has been provided to schools, universities and other interested parties. As of 1999, the report has only been published on the Board s web site at: Back copies of previous volumes may also be available. 4

5 Chapter 1 - Overview CONTENTS OF CHAPTER 1 Higher School Certificate Pathways...6 The 2 Higher School Certificate Examination...6 Table 1 - Total Candidature by Award and Sex...7 Reporting Results to Candidates...7 The Universities Admissions Index...8 Table 2 - Total Candidature by Universities Admissions Index Eligibility and Sex...9 Table 3 - HSC Schools by Type...1 Table 4 - Total Candidature by School Type and Sex...1 5

6 Higher School Certificate Pathways The Higher School Certificate program has traditionally been school based with most courses being of two years duration. Students studied these courses in Years 11 and 12 only, while students wishing to repeat had to repeat the whole of Year 11 and/or 12. The HSC Pathways provisions have been available since 1995 and significant numbers of students have made use of them to provide greater flexibility in completing the required program of studies for the award of the HSC. Under Pathways, courses have been restructured into one-year components, Preliminary and HSC courses, with completion of a Preliminary course being a prerequisite for the corresponding HSC course. The Pathways provisions include: accelerating - students may complete and be examined in one or more HSC courses ahead of their cohort; accumulating - students may complete HSC requirements over up to five years and be examined in each course in the year in which it is completed; repeating - students may repeat individual courses and have their Universities Admissions Index (UAI) recalculated by including the most recent attempt; topping up - students may attempt further courses after being awarded the HSC and have their UAI recalculated with the additions being available for inclusion in the best ten units. All candidates who were examined in each course are included in the reported statistics and in the scaling of each course. The 2 Higher School Certificate Examination In 2 a Higher School Certificate was awarded to school and College of TAFE students who completed a satisfactory program of Preliminary and HSC courses, based on a public examination and, in most cases, a school assessment. Each year tens of thousands of students sit for the Higher School Certificate Examination. In total they produce hundreds of thousands of pages of written scripts. In 2, candidates presented for the Higher School Certificate with examinations being available in 144 courses, drawn from 75 subject areas. 46.8% of candidates were male and 53.2% were female. Most students presented five or six Board Developed courses, with each course involving at least one paper, usually of 3 hours' duration. Students may also present Board Endorsed courses. These are examined internally by schools and are not subject to scaling or moderation. Board Endorsed courses are not included in this report. Candidates who meet all the Board s requirements for the full program of study are awarded the Higher School Certificate. Table 1 shows the total candidature cross-tabulated by award and sex. 6

7 Higher School Certificate Examination 2 Table 1 - Total Candidature by Award and Sex Category Number Percentage Number Number Male Female of of of of Percent- Percent- Candidates Candidature Males Females age age Higher School % % 53.6% Certificate Result Notice 27.% % 55.6% Record of % % 48.8% Achievement Special Program 136.2% % 47.1% Of Study No Award 231.4% % 48.9% TOTAL % % 53.2% Reporting Results to Candidates Before 1986 the Board of Senior School Studies applied iterative scaling procedures across different subjects to produce scaled examination marks for each course. These were combined with adjusted school estimates to arrive at scaled course marks. An aggregate mark was derived from these scaled course marks and was used as a basis for selecting students for entry to tertiary institutions and for some areas of employment. These procedures were discontinued by the Board in Since then, an aggregate mark has been calculated by the University of Sydney. 7

8 Since 1986 students have received two separate marks for each course: a Scaled Examination Mark a Moderated Assessment Mark except in subjects taken outside the school, for which only the Scaled Examination Mark is available. Since 1988 students have also received a Percentile Band for each course. In 1988 and 1989 students received a Tertiary Entrance Score. This index, which was printed on the Higher School Certificate, was used as the basis for selecting students for tertiary courses. From 199 to 1997 an index called the Tertiary Entrance Rank was calculated. From 1998 an index called the Universities Admissions Index has been calculated. This figure is not reported on the Higher School Certificate. It is provided, however, to students at the same time as their certificate. From 1991, the Higher School Certificate has been issued as a testamur, with the results being reported separately on a Record of Achievement. The Universities Admissions Index The Universities Admissions Index (UAI) replaced the Tertiary Entrance Rank (TER) from The TER was a figure between and 1 that was expressed in steps of.5 with the top students receiving 1. It was in effect the cumulative frequency percentage of the Tertiary Entrance Score (TES) of the candidate. The UAI is similar to the TER, except that notional scores are also calculated for the whole of the equivalent School Certificate (SC) cohort from two years previously. A candidate s UAI indicates the relative standing in the larger SC cohort and will be higher than the corresponding TER. The UAI is more comparable over time and from state to state in Australia than the TER was. Only candidates who present 1 or more units receive a UAI, although there is provision for a limited UAI, based on fewer than 1 units, to be awarded in certain circumstances. In 2, candidates were eligible for a UAI. This represented 82.% of the total candidature. The marks used in the calculation of the UAI from the TES were rescaled by the University of Sydney. The scaled examination marks and the moderated assessment marks for each candidate as calculated by the Board were averaged and then put through a further scaling process that reshaped the distributions, producing a new mean for each course. The new distribution and mean for a course are dependent on the average performance in all courses taken by the candidates in that particular course. In order to calculate the Universities Admissions Indexes the Tertiary Entrance Scores were first calculated, although these were not reported. The TES is a score out of 5, being the sum of the candidate's best 1 composite marks on a one unit basis. Marks for Board Endorsed courses are not included in the calculation of the TES. 8

9 From 1996 the 1 unit marks included in a candidate s TES have been selected in this order: The best unit mark in English; The best unit mark from Key Learning Area Group 1 (Mathematics, Science, Technological and Applied Studies); The best unit mark from KLA Group 2 (the remaining Key Learning Areas); The seven best unit marks from those remaining. From 1997, the TER, and since then the UAI, are confidential, available only to candidates. UAI data are not available to the Board of Studies or to schools. Higher School Certificate Examination 2 Table 2 - Total Candidature by Universities Admissions Index Eligibility and Sex Category Number Percentage Number Number Male Female of of of of Percent- Percent- Candidates Candidature Males Females age age Eligible % % 53.9% Not Eligible % % 5.2% Total % % 53.2% A statistical report of the UAI scaling is prepared annually by the New South Wales Vice Chancellors Conference Technical Committee on Scaling and may be purchased from the Universities Admissions Centre (UAC). Report title: Report on the scaling of the 2 New South Wales Higher School Certificate. Postal Address:Street Address: UAC Universities Admissions Centre Locked Bag Rawson St (Cnr Percy St) LIDCOMBE NSW 2141 AUBURN NSW 9

10 Higher School Certificate Examination 2 Table 3 - HSC Schools by Type Type of School Number Percentage of Schools of Total Government Schools % Catholic Independent Schools % Catholic Systemic Schools % Christian Community Schools % Independent Schools % TAFE Colleges % Overseas Schools 4.6% Schools for Special Purposes 1.1% Seventh Day Adventist Schools 6.8% Total % Higher School Certificate Examination 2 Table 4 - Total Candidature by School Type and Sex Type of School Total Total% Male Female M% F% Government Schools % % 54.3% Catholic Independent Schools % % 49.9% Catholic Systemic Schools % % 52.7% Christian Community Schools 546.9% % 54.6% Independent Schools % % 51.1% TAFE Colleges % % 52.3% Overseas Schools 177.3% % 52.% Self-tuition Candidates 32.1% % 46.9% Schools for Special Purposes 8.% % 62.5% Seventh Day Adventist Schools 156.2% % 57.7% Total % % 53.2% 1

11 Chapter 2 - Study Pattern Statistics CONTENTS OF CHAPTER 2 NAFLaSSL Courses...12 Table 5 - NAFLaSSL Courses by Host Authority...12 Table 6 - Frequency Distribution of Units Studied...13 Table 7 - Entries in Board Developed Courses by Subject, Course and Sex

12 NAFLaSSL Courses A National Assessment Framework For Languages at Senior Secondary Level (NAFLaSSL) has been developed for Australia-wide assessment and accreditation of languages other than English. Common national syllabuses are in place and the Board sets and marks the NAFLaSSL assessment tasks in several courses while others are set and marked interstate. The NAFLaSSL marks of those candidates sitting for the NSW Higher School Certificate examination are then treated as raw examination marks and scaled in accordance with the Board's rules. Higher School Certificate Examination 2 Table 5 - NAFLaSSL Courses by Host Authority Host Authority Subject Responsibility Board of Studies, New South Wales Board of Studies, Victoria Senior Secondary Assessment Board, South Australia Tasmanian Secondary Assessment Board Armenian Croatian Czech Estonian Filipino Korean Serbian Slovenian Turkish Ukrainian Arabic Hindi Macedonian Maltese Portuguese Swedish Japanese (Accelerated) Hungarian Khmer Latvian Lithuanian Persian Polish Russian (Accelerated) Russian (Extended) Dutch 12

13 Higher School Certificate Examination 2 Table 6 - Frequency Distribution of Units Studied Number Number of Percentage of Cumulative % Cumulative % of Units Candidates Candidates Ascending Descending 17 1.%.% 1.% %.% 1.% %.1% 1.% %.9% 99.9% % 7.6% 99.1% % 43.7% 92.4% % 89.8% 56.3% % 92.2% 1.2% % 93.% 7.8% % 93.7% 7.% % 94.3% 6.3% % 95.5% 5.7% % 96.% 4.5% % 96.9% 4.% % 97.6% 3.1% % 99.8% 2.4% % 1.%.2% Total

14 Higher School Certificate Examination 2 Table 7 - Entries in Board Developed Courses by Subject, Course and Sex Subject and Course Total Male Female M% F% Aboriginal Studies % 71.% 26 2u Aboriginal Studies % 71.% Accounts Clerical % 46.% u Accounting % 46.% Agriculture % 4.9% u Agriculture % 4.% u Agriculture % 45.7% Ancient History % 62.3% u Ancient History (P&T) % 6.7% 263 2u Ancient History % 62.5% u Ancient History % 66.4% Applied Studies % 51.1% u Applied Studies % 51.1% Arabic % 63.7% 212 2u Arabic Z %.% u Arabic (General) % 67.7% u Arabic % 48.6% u Arabic % 58.7% Armenian % 9.% u Armenian % 9.% Biology % 65.7% 226 2u Biology % 65.7% Business Studies % 47.3% 264 2u Business Studies % 47.2% u Business Studies % 47.6% Chemistry % 48.% 227 2u Chemistry % 48.% Chinese % 54.7% u Chinese (BS) % 5.5% u Chinese (BS) % 56.3% u Chinese % 66.7% u Chinese % 47.1% Classical Ballet % 89.1% 222 2u Classical Ballet % 86.% u Classical Ballet % 1.% 14

15 Higher School Certificate Examination 2 Entries in Board Developed Courses by Subject, Course and Sex (continued) Subject and Course Total Male Female M% F% Classical Greek % 6.7% u Classical Greek %.% u Classical Greek % 11.1% Computing Studies % 38.7% u Computing Studies (General) % 5.6% u Computing Studies % 33.6% u Computing Studies % 17.% Croatian % 53.8% u Croatian % 53.8% Czech % 66.7% u Czech % 66.7% Dance % 95.1% u Dance % 95.1% Design and Technology % 39.2% u Design and Technology % 37.5% u Design and Technology % 52.1% Distinction Courses % 38.6% 251 2u Comparative % 71.4% 252 2u Cosmology - Distinction % 42.9% 253 2u Philosophy - Distinction % 31.% Drama % 74.6% u Drama % 74.6% Dutch % 6.% u Dutch % 6.% Economics % 39.3% 265 2u Economics % 39.2% u Economics % 39.8% Electronics Technology % 1.2% u Electronics Technology % 1.2% Engineering Science % 5.7% u Engineering Science % 5.4% u Engineering Science % 7.9% English % 53.4% 25 2u Contemporary English % 44.1% 26 2u English (General) % 56.4% 27 2u English % 65.8% 271 3u English % 73.1% 15

16 Higher School Certificate Examination 2 Entries in Board Developed Courses by Subject, Course and Sex (continued) Subject and Course Total Male Female M% F% Filipino % 64.7% u Filipino % 64.7% Food Technology % 81.1% u Food Technology % 8.% u Food Technology % 89.6% French % 77.4% u French Z % 82.4% u French (General) % 78.3% u French % 64.6% u French % 64.2% General Science % 41.% 23 2u General Science % 41.% General Studies % 52.8% 266 1u General Studies % 52.8% Geography % 47.2% 267 2u Geography % 45.8% u Geography % 52.5% Geology % 36.% 228 2u Geology % 36.% German % 65.9% u German Z % 77.6% u German (General) % 67.6% u German % 52.5% u German % 59.5% Hebrew % 61.% u Hebrew (General) % 62.2% u Hebrew % 66.7% u Hebrew % 54.5% Hindi % 66.7% u Hindi % 66.7% Hungarian % 54.5% u Hungarian % 54.5% Indonesian % 73.8% u Indonesian Z % 87.5% u Indonesian % 72.1% u Indonesian % 67.7% u Indonesian (BS) % 6.4% u Indonesian (BS) % 81.8% 16

17 Higher School Certificate Examination 2 Entries in Board Developed Courses by Subject, Course and Sex (continued) Subject and Course Total Male Female M% F% Industrial Technology % 5.9% u Industrial Technology % 5.9% Industry Studies % 6.9% u Industry Studies - Retail % 53.8% u Industry Studies % 74.1% u Industry Studies - Metal % 2.2% Italian % 71.3% u Italian Z % 8.3% u Italian % 67.4% u Italian % 6.6% Japanese % 7.2% u Japanese Z % 64.9% u Japanese % 74.% u Japanese % 68.5% u Japanese (BS) % 62.1% Khmer % 5.% u Khmer % 5.% Korean % 57.5% u Korean % 88.9% u Korean (BS) % 52.2% u Korean (BS) % 56.3% Latin % 44.5% u Latin % 42.5% u Latin % 47.2% Latvian % 5.% u Latvian % 5.% Legal Studies % 63.7% 268 2u Legal Studies % 63.4% u Legal Studies % 65.7% Life Management Studies % 85.7% 223 2u Life Management Studies % 84.1% u Life Management Studies % 93.4% Macedonian % 64.1% u Macedonian % 64.1% Malay % 42.1% u Malay (BS) % 38.9% u Malay (BS) 1 1.% 1.% 17

18 Higher School Certificate Examination 2 Entries in Board Developed Courses by Subject, Course and Sex (continued) Subject and Course Total Male Female M% F% Maltese % 5.% u Maltese % 5.% Mathematics % 52.9% 215 2u Mathematics in Practice % 59.1% 216 2u Mathematics in Society % 56.1% 217 2u Mathematics % 51.% u Mathematics % 44.8% u Mathematics % 34.7% Modern Greek % 61.9% 214 2u Modern Greek Z % 5.% u Modern Greek % 53.5% u Modern Greek % 75.7% Modern History % 56.3% 269 2u Modern History (P&E) % 5.7% 27 2u Modern History % 59.% 271 3u Modern History % 57.6% Music (Board) % 51.8% u Music Course % 5.3% u Music 2 Unit % 61.1% u Music % 62.2% Persian % 48.3% u Persian % 48.3% Personal Dev. Health PE % 55.2% 226 2u PDHPE % 55.2% Physics % 28.5% 229 2u Physics % 28.5% Polish % 5.% u Polish % 5.% Portuguese % 69.% u Portuguese % 69.% Rural Technology %.% u Rural Technology %.% Russian % 52.7% u Russian Z % 71.4% u Russian % 61.5% u Russian % 39.3% 18

19 Higher School Certificate Examination 2 Entries in Board Developed Courses by Subject, Course and Sex (continued) Subject and Course Total Male Female M% F% Science % 48.8% 225 3u Science % 56.5% u Science % 46.% Science for Life % 44.8% 231 2u Science for Life % 44.8% Serbian % 6.4% u Serbian % 6.4% Sheep Husbandry & Wool Technology %.% 219 2u Sheep Husbandry & Wool Tech %.% Slovenian % 75.% u Slovenian % 75.% Society and Culture % 84.4% 272 2u Society & Culture % 83.2% u Society & Culture % 9.7% Spanish % 68.5% u Spanish Z % 78.7% u Spanish % 61.6% u Spanish % 71.6% Studies of Religion % 55.7% 271 2u Studies of Religion % 65.4% u Studies of Religion % 54.6% Swedish % 6.% u Swedish % 6.% Textiles and Design % 99.2% u Textiles & Design % 99.2% u Textiles & Design % 99.% Tourism Sector Services % 86.1% u Tourism Sector Services % 86.1% Turkish % 57.9% u Turkish % 58.3% u Turkish % 57.8% Vietnamese % 68.7% u Vietnamese % 68.7% Visual Arts % 68.3% u Visual Arts % 65.4% u Visual Arts % 73.7% 19

20 Chapter 3 - Award and Scaling Statistics CONTENTS OF CHAPTER 3 Gender Differences in HSC Courses...21 Table 8 - Gender Differences by Course for Selected Courses...21 Moderating School Assessment Marks...25 Table 9 - Correlation - Scaled Examination Mark vs Moderated Assessment...26 Percentile Bands...32 Table 1 - Distribution of Percentiles by Course for Candidatures Larger than Marking the Examination Scripts...43 A Guide to the Course Scaling Statistics...46 Course Scaling Statistics - Graphs and Tables

21 Gender Differences in HSC Courses Table 8 shows gender differences in performance in HSC subjects and individual HSC courses. To avoid the instability of including differences that are based on a small number of students, only those courses having a total candidature of 2 or more, and having at least 6 students of the minority sex, w ere included in the table. The differences are based on the composite mark comprising the average of the scaled examination mark and the moderated school assessment. This is the mark that is re-scaled by the universities and aggregated to form the Universities Admissions Index. The difference shown is the female mean minus the male mean. Thus a positive difference indicates that females have performed better, w hile a negative difference indicates that males have performed better. To simplify the reporting so that differences from courses of different unit value could be compared, all differences are expressed as percentages. Higher School Certificate Examination 2 Table 8 - Gender Differences by Course for Selected Courses Subject Number of Female Course Candidates - Male Aboriginal Studies 26 2u Aboriginal Studies % Accounts Clerical u Accounting % Agriculture u Agriculture % u Agriculture % Ancient History u Ancient History (P &T) % 263 2u Ancient History % u Ancient History % Applied Studies u Applied Studies % Arabic u Arabic (General) % Biology 226 2u Biology % Business Studies 264 2u Business Studies % u Business Studies % 21

22 Higher School Certificate Examination 2 Gender Differences by Course for Selected Courses (continued) Subject Number of Female Course Candidates - Male Chemistry 227 2u Chemistry % Chinese u Chinese (BS) % Computing Studies u Computing Studies (General) % u Computing Studies % u Computing Studies % Design and Technology u Design and Technology % u Design and Technology % Drama u Drama % Economics 265 2u Economics % u Economics % English 25 2u Contemporary English % 26 2u English (General) % 27 2u English % 271 3u English % Food Technology u Food Technology % French u French Z % u French (General) 67 5.% General Science 23 2u General Science % General Studies 266 1u General Studies % Geography 267 2u Geography % u Geography % Geology 228 2u Geology % 22

23 Higher School Certificate Examination 2 Gender Differences by Course for Selected Courses (continued) Subject Number of Female Course Candidates - Male German u German (General) % Industrial Technology u Industrial Technology % Industry Studies u Industry Studies - Retail % u Industry Studies - Hospitality 29 7.% Italian u Italian % Japanese u Japanese Z % u Japanese 722.6% u Japanese % Legal Studies 268 2u Legal Studies % u Legal Studies % Life Management Studies 223 2u Life Management Studies % Mathematics 215 2u Mathematics in Practice % 216 2u Mathematics in Society % 217 2u Mathematics % u Mathematics % u Mathematics % Modern History 269 2u Modern History (People and Events) % 27 2u Modern History % 271 3u Modern History % Music (Board) u Music Course % u Music 2 Unit % u Music 357.2% Personal Dev. Health PE 226 2u PDHPE % Physics 229 2u Physics % Science u Science % 23

24 Higher School Certificate Examination 2 Gender Differences by Course for Selected Courses (continued) Subject Number of Female Course Candidates - Male Science for Life 231 2u Science for Life % Society and Culture 272 2u Society & Culture % Studies of Religion 271 2u Studies of Religion % u Studies of Religion % Tourism Sector Services u Tourism Sector Services % Visual Arts u Visual Arts % u Visual Arts % 24

25 Moderating School Assessment Marks From 1992, the raw assessment marks provided by each school for students taking a course are given the same average as the scaled examination marks for that school group. The top assessments are then made equal to the top examination marks, after which curvilinear mapping is applied to the remaining marks. This may result in the relativities between the school's assessment marks being altered if their distribution shape is markedly different from that of the examination marks. However, the rank order is unchanged. Generally, the standard deviation of these moderated assessment marks will be different from that of the scaled examination marks. Table 9, on the following pages, lists the means and standard deviations of the scaled examination marks and the moderated assessments for each course. For large candidatures these figures should be similar for each measure. The means and standard deviations shown are on a one-unit basis. The correlation between the two measures is also shown for each course. The high correlation coefficients observed in large candidature courses imply that the scaled examination marks and the moderated assessment marks are comparable measures. Further details about these scaling and assessment processes may be found in the following publications, which are available from the Board's offices: HSC Scaling - An Explanation of the Facts and Procedures Higher School Certificate Assessments - General Guidelines 25

26 Higher School Certificate Examination 2 Table 9 - Correlation - Scaled Examination Mark vs Moderated Assessment Subject Number of ---SEM MA---- Cor ln Course Candidates Mn SD Mn SD Coeff. Aboriginal Studies 26 2u Aboriginal Studies Agriculture u Agriculture u Agriculture Ancient History u Ancient History (P&T) u Ancient History u Ancient History Applied Studies u Applied Studies Arabic 212 2u Arabic Z u Arabic (General) u Arabic u Arabic Armenian u Armenian Biology 226 2u Biology Business Studies 264 2u Business Studies u Business Studies Chemistry 227 2u Chemistry Chinese u Chinese (BS) u Chinese (BS) u Chinese u Chinese Classical Ballet 222 2u Classical Ballet u Classical Ballet Classical Greek u Classical Greek u Classical Greek

27 Higher School Certificate Examination 2 Correlation - Scaled Examination Mark vs Moderated Assessment (Continued) Subject Number of ---SEM MA---- Cor ln Course Candidates Mn SD Mn SD Coeff. Computing Studies u Computing Studies u Computing Studies u Computing Studies Croatian u Croatian Czech u Czech Dance u Dance Design and Technology u Design and Technology u Design and Technology Drama u Drama Dutch u Dutch Economics 265 2u Economics u Economics Engineering Science u Engineering Science u Engineering Science English 25 2u Contemporary English u English (General) u English u English Filipino u Filipino Food Technology u Food Technology u Food Technology

28 Higher School Certificate Examination 2 Correlation - Scaled Examination Mark vs Moderated Assessment (Continued) Subject Number of ---SEM MA---- Cor ln Course Candidates Mn SD Mn SD Coeff. French u French Z u French (General) u French u French General Science 23 2u General Science General Studies 266 1u General Studies Geography 267 2u Geography u Geography Geology 228 2u Geology German u German Z u German (General) u German u German Hebrew u Hebrew (General) u Hebrew u Hebrew Hindi u Hindi Hungarian u Hungarian Indonesian u Indonesian Z u Indonesian u Indonesian u Indonesian (BS) u Indonesian (BS) Industrial Technology u Industrial Technology

29 Higher School Certificate Examination 2 Correlation - Scaled Examination Mark vs Moderated Assessment (Continued) Subject Number of ---SEM MA---- Cor ln Course Candidates Mn SD Mn SD Coeff. Italian u Italian Z u Italian u Italian Japanese u Japanese Z u Japanese u Japanese u Japanese (BS) Khmer u Khmer Korean u Korean u Korean (BS) u Korean (BS) Latin u Latin u Latin Latvian u Latvian Legal Studies 268 2u Legal Studies u Legal Studies Life Management Studies 223 2u Life Management Studies u Life Management Studies Macedonian u Macedonian Malay u Malay (BS) u Malay (BS) Maltese u Maltese Mathematics 215 2u Mathematics in Practice u Mathematics in Society u Mathematics u Mathematics u Mathematics

30 Higher School Certificate Examination 2 Correlation - Scaled Examination Mark vs Moderated Assessment (Continued) Subject Number of ---SEM MA---- Cor ln Course Candidates Mn SD Mn SD Coeff. Modern Greek 214 2u Modern Greek Z u Modern Greek u Modern Greek Modern History 269 2u Modern History (P&E) u Modern History u Modern History Music (Board) u Music Course u Music 2 Unit u Music Persian u Persian Personal Dev. Health PE 226 2u PDHPE Physics 229 2u Physics Polish u Polish Portuguese u Portuguese Rural Technology u Rural Technology Russian u Russian Z u Russian u Russian Science 225 3u Science u Science Science for Life 231 2u Science for Life Serbian u Serbian

31 Higher School Certificate Examination 2 Correlation - Scaled Examination Mark vs Moderated Assessment (Continued) Subject Number of ---SEM MA---- Cor ln Course Candidates Mn SD Mn SD Coeff. Sheep Husbandry & Wool Technology 219 2u Sheep Husbandry & Wool Tech Slovenian u Slovenian Society and Culture 272 2u Society & Culture u Society & Culture Spanish u Spanish Z u Spanish u Spanish Studies of Religion 271 2u Studies of Religion u Studies of Religion Swedish u Swedish Textiles and Design u Textiles & Design u Textiles & Design Turkish u Turkish u Turkish Vietnamese u Vietnamese Visual Arts u Visual Arts u Visual Arts

32 Percentile Bands The percentile bands provide an indication of a candidate's standing relative to other candidates presenting for the particular course. The percentile bands were determined on the basis of the combination of the examination mark and the assessment mark. Nine percentile bands were used, the top eight covering 1% each and the bottom one covering the remaining 2%. Thus a candidate who received a band of: 91-1% was in the top 1% of the course candidature; 2% was in the bottom 2% of the course candidature. Two percentile bands were reported in each 3 Unit course. The percentile band corresponding to the 'Common Paper' performance was a notional figure that indicated what the candidate's standing within the 2 Unit candidature would have been had he/she been a 2 Unit candidate. The second percentile band indicated the candidate's standing within the 3 Unit candidature based on performance in the 'Additional Paper' only. A similar relationship existed between the percentile bands reported for the 4 Unit Mathematics and the 3 Unit Mathematics courses. Separate percentile bands were reported for each of the 3 Unit and 4 Unit Science courses. Where the number of candidates presenting a particular course was small (usually less than 1), percentile bands were not reported. Table 1, on the following pages, lists the number and percentage of candidates in each percentile band as well as the band cutoff marks. The table includes courses with candidatures greater than 1. For courses with a single candidature, the percentage of candidates in each band will be close to 1% (2% for the bottom band). Related courses have two candidatures, one taking only the Common course and the other taking both the Common and Additional courses. Candidates taking both courses are excluded from the scaling of the Common course so that 1% of those taking only the Common course will fall into each band (2% for the bottom band). The other candidates are then placed back into the distribution, resulting the percentage of candidates in each band being altered. Additional courses are scaled to produce the same distribution as those candidates obtained on the Common paper. Generally there will not be 1% of candidates in each band for Additional courses. 32

33 Higher School Certificate Examination 2 Table 1 - Distribution of Percentiles by Course for Candidatures Larger than 1 Subject Course Band: Total Aboriginal Studies 26 2u Aboriginal Studies 443 Number Percent Cutoff Accounts Clerical u Accounting 439 Number Percent Cutoff Agriculture /3uAgriculture 1698 Number Percent Cutoff u Agriculture 246 Number Percent Cutoff Ancient History u Ancient History (P&T) 3212 Number Percent Cutoff /3uAncient History 4263 Number Percent Cutoff u Ancient History 1167 Number Percent Cutoff Applied Studies u Applied Studies 845 Number Percent Cutoff Arabic u Arabic (General) 29 Number Percent Cutoff

34 Higher School Certificate Examination 2 Distribution of Percentiles by Course for Candidatures Larger than 1 (continued) Subject Course Band: Total Biology 226 2u Biology 1486 Number Percent Cutoff Business Studies 264 2/3uBusiness Studies Number Percent Cutoff u Business Studies 387 Number Percent Cutoff Chemistry 227 2u Chemistry 115 Number Percent Cutoff Chinese /3uChinese (BS) 659 Number Percent Cutoff u Chinese (BS) 483 Number Percent Cutoff Computing Studies u Computing Studies (General) 6437 Number Percent Cutoff /3uComputing Studies 8866 Number Percent Cutoff u Computing Studies 1857 Number Percent Cutoff

35 Higher School Certificate Examination 2 Distribution of Percentiles by Course for Candidatures Larger than 1 (continued) Subject Course Band: Total Dance u Dance 326 Number Percent Cutoff Design and Technology /3uDesign and Technology 4426 Number Percent Cutoff u Design and Technology 524 Number Percent Cutoff Drama u Drama 418 Number Percent Cutoff Economics 265 2/3uEconomics 5831 Number Percent Cutoff u Economics 1299 Number Percent Cutoff Electronics Technology u Electronics Technology 164 Number Percent Cutoff Engineering Science /3uEngineering Science 1194 Number Percent Cutoff u Engineering Science 114 Number Percent Cutoff

36 Higher School Certificate Examination 2 Distribution of Percentiles by Course for Candidatures Larger than 1 (continued) Subject Course Band: Total English 25 2u Contemporary English Number Percent Cutoff u English (General) 2951 Number Percent Cutoff /3uEnglish 8296 Number Percent Cutoff u English 1514 Number Percent Cutoff Food Technology /3uFood Technology 3176 Number Percent Cutoff u Food Technology 364 Number Percent Cutoff French u French Z 515 Number Percent Cutoff u French (General) 67 Number Percent Cutoff /3uFrench 231 Number Percent Cutoff u French 16 Number Percent Cutoff

37 Higher School Certificate Examination 2 Distribution of Percentiles by Course for Candidatures Larger than 1 (continued) Subject Course Band: Total General Science 23 2u General Science 239 Number Percent Cutoff General Studies 266 1u General Studies Number Percent Cutoff Geography 267 2/3uGeography 8139 Number Percent Cutoff u Geography 1799 Number Percent Cutoff Geology 228 2u Geology 22 Number Percent Cutoff German u German Z 147 Number Percent Cutoff u German (General) 346 Number Percent Cutoff /3uGerman 221 Number Percent Cutoff u German 111 Number Percent Cutoff