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Using HESA student records for full-time first-degree entrants in 2010/11 who completed in 2012/13, the report analyzes Extended Project, Cambridge Pre-U, the International Baccalaureate, and BTEC Diploma. Multilevel logistic regression compares qualification grades with degree outcomes while controlling for gender, prior institution, socio-economic status, institutional mission group, and subject area, showing qualification attainment is a strong indicator of degree class.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/predictive-validity-of-level-3-qualifications-predictors-of-degree-performance/621152/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/predictive-validity-of-level-3-qualifications-predictors-of-degree-performance/621152.png","ImageObject",300,407,{"name":92,"@type":93},"วิน","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does predictive validity mean in this research?","Question",{"text":112,"@type":113},"Predictive validity is defined as how effectively a qualification’s results predict undergraduate degree performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which qualifications are investigated as alternatives to AS/A levels?",{"text":117,"@type":113},"The report examines Extended Project, Cambridge Pre-U, International Baccalaureate, and BTEC Diploma alongside or instead of AS/A levels.",{"name":119,"@type":110,"acceptedAnswer":120},"How is the predictive relationship between qualifications and degrees assessed?",{"text":121,"@type":113},"Grades in each qualification are compared with subsequent degree outcomes using descriptive analyses and multilevel logistic regression, controlling for gender, prior institution, socio-economic status, institutional mission group, and subject area.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},621152,1792546555,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","Predictive validity of level 3 qualifications  \nExtended Project, Cambridge Pre-U,  \nInternational Baccalaureate, BTEC Diploma  \nTim Gill and Carmen Vidal Rodeiro  \nCambridge Assessment Research Report 29th July 2014  \n1  \nAuthor contact details:  \nARD Research Division Cambridge Assessment  \n1 Regent Street Cambridge CB2 1GG  \n[gill.tim@cambridgeassessment.org.uk](gill.tim@cambridgeassessment.org.uk)  \n[vidal.c@cambridgeassessment.org.uk](vidal.c@cambridgeassessment.org.uk)  \n[http://www.cambridgeassessment.org.uk/](http://www.cambridgeassessment.org.uk/)  \nCambridge Assessment is the brand name used by the University of Cambridge Local Examinations Syndicate (UCLES) . UCLES is a non-teaching department of the University of Cambridge and has various subsidiaries. The University of Cambridge is an exempt charity.  \nHow to cite this publication:  \nGill, T. & Vidal Rodeiro, C. L. (2014) . Predictive validity of level 3 qualifications: Extended Project, Cambridge Pre-U, International Baccalaureate, BTEC Diploma. Cambridge Assessment Research Report. Cambridge, UK: Cambridge Assessment.  \nContents  \nExecutive Summary   Introduction   ................    \nData    \nMethods   Results    \nExtended Project …………………. ..………. ..............…………….…………………. .….…………… Cambridge Pre-U   ................   International Baccalaureate   BTEC Level 3 Diploma   Discussion    \nReferences    \nAppendix A: Subject areas at university    \nAppendix B: Extended Project – full results for Russell Group and non-Russell Group models (EP students only)    \nAppendix C: Extended Project – full results for Russell Group and non-Russell Group models (all students)    \nAppendix D: Cambridge Pre-U – full results for Russell Group and non-Russell Group models (all students)    \nAppendix E: International Baccalaureate – full results for Russell Group and non-Russell Group models (IB students only)    \n4  \n7  \n10  \n11  \n14  \n15  \n31  \n43  \n49  \n56  \n59  \n61  \n62  \n64  \n68  \n72  \nEXECUTIVE SUMMARY  \nBackground and aim of the research  \nHigher education institutions use a range of sources of information to determine who should be offered a place to study one of their courses. These sources of information include, among others, prior educational attainment, personal statements and academic references. Admission practices usually vary between institutions but, in general, prior qualifications and attainment are the main criteria used by those institutions. It is therefore important that such qualifications, when used for university selection purposes, demonstrate that they are valid predictors of academic performance.  \nIn England, the vast majority of students applying to study a course in a higher education institution hold academic qualifications such as AS/A levels. However, increasing proportions of students now enter higher education with alternative qualifications. For example, AS/A levels are sometimes supplemented with or replaced by other academic qualifications such asthe Cambridge Pre-U, the International Baccalaureate or the Extended Project. And, recently, there has been an increase of students holding more applied or vocational qualifications such as applied AS/A levels, advanced diplomas, Cambridge Nationals and, particularly, BTECs.  \nThe main aim of this work was therefore to investigate the ability of a range of school leaving qualifications (Cambridge Pre-U, International Baccalaureate, Extended Project and BTEC) that are either alternatives to AS/A levels or are taken alongside them , to predict success in higher education courses. In the context of this research, the predictive validity of a qualification was defined as the effectiveness of the results in that qualification as predictors of undergraduate degree performance.  \nMethodology  \nThe data used in this research was an extract from the HESA student records dataset, covering all full-time students who started a first degree (expected not to last more than three years) in the academic year 2010/","cbCaik7711usB0q8","https://ap.wps.com/l/cbCaik7711usB0q8","pdf",1145147,72,"English","# Executive Summary\n## Background and aim of the research\n## Methodology\n## Results\n# Introduction\n# Data\n# Methods\n# Results\n## Extended Project\n## Cambridge Pre-U\n## International Baccalaureate\n## BTEC Level 3 Diploma\n# Discussion\n# References\n# Appendix A: Subject areas at university\n# Appendix B: Extended Project – full results for Russell Group and non-Russell Group models (EP students only)\n# Appendix C: Extended Project – full results for Russell Group and non-Russell Group models (all students)\n# Appendix D: Cambridge Pre-U – full results for Russell Group and non-Russell Group models (all students)\n# Appendix E: International Baccalaureate – full results for Russell Group and non-Russell Group models (IB students only)","[{\"question\":\"What does predictive validity mean in this research?\",\"answer\":\"Predictive validity is defined as how effectively a qualification’s results predict undergraduate degree performance.\"},{\"question\":\"Which qualifications are investigated as alternatives to AS/A levels?\",\"answer\":\"The report examines Extended Project, Cambridge Pre-U, International Baccalaureate, and BTEC Diploma alongside or instead of AS/A levels.\"},{\"question\":\"How is the predictive relationship between qualifications and degrees assessed?\",\"answer\":\"Grades in each qualification are compared with subsequent degree outcomes using descriptive analyses and multilevel logistic regression, controlling for gender, prior institution, socio-economic status, institutional mission group, and subject area.\"}]","Predictive validity of level 3 qualifications - Predictors of degree performance | PDF",1792465019,181]