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For tertiary entrance, it examines impacts beyond the OP system, inclusiveness of pathways, achievement information for selection, ranking effectiveness using Field Positions, QCST role, potential alignment with ATAR, and governance responsibilities. 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The current system of tertiary entrance (the OP [Overall Position] system) has been in place since 1992.  \n􀁸 Over the last decade or more, these systems have been impacted by significant social and educational changes, such as:  \n- greater participation in the senior secondary and tertiary phases of education, and the strong commitment of Australian governments to this direction;  \n- proliferation of senior phase pathways, in particular vocational education and training (VET);  \n- introduction of the Queensland Certificate of Education (QCE), which recognises a greater range of these pathways, as well as other learning;  \n- increasing proportions of Year 12 completers opting to enter tertiary education through alternatives to the OP system;  \n- adoption of the Australian Tertiary Admission Rank (ATAR) for tertiary entrance across Australia except in Queensland; and  \n- implementation of the Australian Curriculum (forthcoming for senior secondary)  \n- a changing national context with respect to curriculum, assessment, and tertiary entrance.  \nTerms of Reference  \n1. The Queensland Government is commissioning a review of the Queensland systems of senior secondary assessment and reporting and of tertiary entrance for students completing Year 12.  \n2. The review will consider the effectiveness of the systems and identify ways to improve, revitalise or reform them.  \n3. With respect to the Queensland system of senior secondary school assessment and reporting, thereview will consider:  \n- comparability across schools of student standards of achievement in the same subject, including review and moderation processes;  \n- the appropriateness, validity and reliability of various types of assessment instruments used for senior secondary school subjects;  \n- the adequacy of the current exit levels of achievement;  \n- the form and content of reports to students and parents, including the Senior Education Profile; and  \n- implications of the Australian Curriculum for the Queensland model.  \n4. With respect to the Queensland tertiary entrance system, the review will consider:  \n- impacts of tertiary entrance processes outside the OP system being used by Year 12 completers and offered by the Queensland Tertiary Admissions Centre (QTAC) and tertiary providers;  \n- the inclusiveness of the system for all students completing Year 12, including the full range of achievements recognised by the Queensland Certificate of Education and alternatives such as the International Baccalaureate;  \n- the range of student achievement information provided as the basis of tertiary selection of Year 12 completers;  \n- the effectiveness of the OP system in ranking Year 12 students for tertiary entry, includingthe use of Field Positions (FPs);  \n- the role and effectiveness of the Queensland Core Skills Test (QCST) and the associated Common Curriculum Elements;  \n- the potential usefulness and implications of more fine-grained ranking, and alignment with the ATAR; and  \n- governance of the tertiary entrance process by the Queensland Studies Authority and the QTAC, and their respective roles and functions.  \n5. The review will also consider essential messages and effective strategies to improve the understanding of senior secondary assessment and reporting and tertiary entrance procedures by parents, students, employers, the mass media and the broader community.  \n6. The scope of the review will not include revision of the Queensland Certificate of Education.  \n7. The review is to take account of:  \n- issues and findings from previous reviews;  \n- assessment, reporting and tertiary entrance models in other states and territories;  \n- the cost efficiency of alte","cbCaihKhhy24fC8W","https://ap.wps.com/l/cbCaihKhhy24fC8W","pdf",110464,"English","# Background\n## Senior secondary assessment and reporting changes\n## Tertiary entrance developments\n# Terms of Reference\n## Review purpose and effectiveness\n## Scope: senior secondary assessment and reporting\n## Scope: Queensland tertiary entrance system\n## Consultation and timeline","[{\"question\":\"What does the review examine for senior secondary assessment and reporting?\",\"answer\":\"It considers comparability of student standards across schools, the appropriateness and reliability of assessment instruments, adequacy of current exit achievement levels, reporting to students and parents (including the Senior Education Profile), and implications of the Australian Curriculum for the Queensland model.\"},{\"question\":\"What aspects of the Queensland tertiary entrance system are covered?\",\"answer\":\"It examines impacts of tertiary entrance processes outside the OP system, system inclusiveness for Year 12 completers, the range of achievement information used for selection, the OP system’s effectiveness for ranking (including Field Positions), the role of the QCST and associated Common Curriculum Elements, and governance roles of QS A and QTAC.\"},{\"question\":\"How will the review be conducted and when will it be finalised?\",\"answer\":\"An independent reviewer or reviewers will be appointed through a tender process. Broad public consultation will be undertaken, potentially including public submissions, and the review process is to be finalised by 31 July 2014.\"}]","Senior Assessment and Reporting and Tertiary Entrance - Terms of Reference | PDF"]