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It compares ATAR with first-year GPA and shows stronger alignment than individual HSC subject marks, emphasizing the role of consistent performance across subjects and student preparedness. It also highlights non-academic factors linked to ATAR, such as time management and resilience, while noting limitations for disadvantage and for specific fields of study. Correlations vary by discipline, with weaker results in Society and Culture, Creative Arts, and Architecture, and distinct patterns for Engineering and Science.",{"@graph":69,"@context":123},[70,84,106],{"@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/the-effectiveness-and-limitations-of-the-atar-december-2019/205364/",{"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/the-effectiveness-and-limitations-of-the-atar-december-2019/205364.png","ImageObject",300,407,{"name":92,"@type":93},"Violet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-05",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How does the report measure ATAR effectiveness for university success?","Question",{"text":113,"@type":114},"Effectiveness is assessed by how well ATAR predicts first-year GPA, and how it compares to individual HSC subject performance.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What additional factors does the report suggest ATAR can reflect beyond academic achievement?",{"text":118,"@type":114},"The report indicates ATAR incorporates academic ability and effort, and it is associated with non-academic readiness such as time management, resilience, and handling pressure and workload.",{"name":120,"@type":111,"acceptedAnswer":121},"Why are ATAR-to-GPA correlations weaker for some fields of study?",{"text":122,"@type":114},"The report explains that disciplines with a strong creative component are better captured by other admission criteria, such as portfolios, interviews, tests, auditions, and questionnaires, rather than ATAR alone.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},205364,1788578932,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"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":130,"read_time":144,"preview_page_count":4},4398048950312,"https://ap-avatar.wpscdn.com/avatar/400002538284de19e3c?_k=1778320343897328908","THE EFFECTIVENESS AND LIMITATIONS OF THEATAR  \nDECEMBER 2019  \nAnthony Manny, Helen Tam and Robert Lipka  \n1 WHAT THE ATAR IS GOOD AT  \nAs previously noted (see the UAC report: The Usefulness of the ATAR as a measure of  \nacademic achievement and potential at [https://www.uac.edu.au/media](https://www.uac.edu.au/media)  \ncentre/publications/usefulness-of-the-atar, 16 October 2019) the ATAR is an excellent predictor of success at university, as measured by first-year GPA.  \nIt is a better predictor than performance in individual HSC subjects, as shown in figures 1 and 2 , which clearly indicate that subject grades are not consistent indicators of first-year success:  \nFigure 1: Individual Subject Marks and GPAs  \nSubject Grade  \nIndividual subject marks are not as good an indicator of success as ATAR  \nFigure 2: Individual Subject Marks and GPAs  \nSubject Grade  \nIndividual subject marks are not as good an indicator of success as ATAR  \nWhen we look at subject marks overall, however, the correlation is strong with the ATAR given that the ATAR rewards consistently high performance across many subjects:  \nFigure 3: HSC Subjects and ATAR  \nTotal subject marks correlate highly with ATAR  \nWhat we also find is that students tend to select HSC subjects according to their academic ability, with higher ATARs associating more strongly with higher level English and mathematics, as shown in Figure 4:  \nFigure 4: HSC Subject bands and ATAR  \nATAR  \nStudents tend to select subject levels according to academic ability  \nIt’s important for universities to offer places to those students deemed (by whatever measure) most likely to succeed. Of the available measures, the ATAR is the best single indicator of preparedness for university that we have, and it has the additional advantages of efficiency and equity.  \n2 WHAT ELSE THE ATAR IS GOOD AT  \nWhile the main task of the ATAR is to measure academic achievement – based on the HSC – it is actually a combination of academic ability and the effort the student puts into their final years of study at school. Therefore, it is potentially also telling us some other interesting things about Year  \n12 students that are relevant to their potential for success at university.  \nTo succeed at university requires not only academic ability but also:  \n• ability to handle the pressure of competing deadlines and workload  \n• time management skills and  \n• resilience.  \nThese things are embedded in success in the HSC as well. The higher the ATAR, the more developed the student’s ability in these non-academic areas of time management and resilience.  \nA student with an ATAR below the average ATAR of their cohort could reasonably question whether they are ready for university both academically and personally, even though in the last few years many of these students have been offered places at university.  \n3 WHAT THE ATAR IS NOT GOOD AT  \nWhile the ATAR is useful and important and, in many ways, more than just a number, it’s not everything either. It doesn’t account for student disadvantage, ambition, passion or interest. It’s not meant for employers or anyone other than university admission teams.  \nAnd even in those hallowed halls, it has its limitations. While ATAR and first-year GPAs correlate well with most fields of study (FOS) at university, it doesn’t work as well for all.  \nAs you can see from the following table, the correlations are weakest for Society and Culture, Creative Arts and Architecture.  \nTable 1 : ATAR and GPA by FOS  \n\n| \u003Cbr>FOS | ATAR mean (SD) | GPA mean (SD) |  | Correlation between ATARand GPA | N |\n| --- | --- | --- | --- | --- | --- |\n| Natural and Physical Sciences | 81.73 (12 .86) | 4.52 (1 .58) |  | 0.474 | 16,609 |\n| Information Technology | 75.64 (14 .39) | 4.35 (1 .65) |  | 0.503 | 4,781 |\n| Engineering and Related Technologies | 84.30 (11 .46) |  | 4.54 (1 .49) | 0.502 | 10,334 |\n| Architecture and Building | 76.56 (13 .99) | 4.73 (1 .28) |  | 0.459 | 3,805 |\n| Agriculture, Envir","cbCaijp0GKlgVmcC","https://ap.wps.com/l/cbCaijp0GKlgVmcC","pdf",993823,"English","# What the ATAR is good at\n## Predicting university success\n## Link to study ability and preparedness\n# What else the ATAR is good at\n## Non-academic skills tied to ATAR\n# What the ATAR is not good at\n## Where correlations are weaker\n## Disadvantage and other factors not captured\n# A note about Engineering and Science\n## Mathematics and calculus\n## Number of science subjects studied\n# One size doesn’t fit all","[{\"question\":\"How does the report measure ATAR effectiveness for university success?\",\"answer\":\"Effectiveness is assessed by how well ATAR predicts first-year GPA, and how it compares to individual HSC subject performance.\"},{\"question\":\"What additional factors does the report suggest ATAR can reflect beyond academic achievement?\",\"answer\":\"The report indicates ATAR incorporates academic ability and effort, and it is associated with non-academic readiness such as time management, resilience, and handling pressure and workload.\"},{\"question\":\"Why are ATAR-to-GPA correlations weaker for some fields of study?\",\"answer\":\"The report explains that disciplines with a strong creative component are better captured by other admission criteria, such as portfolios, interviews, tests, auditions, and questionnaires, rather than ATAR alone.\"}]","THE EFFECTIVENESS AND LIMITATIONS OF THE ATAR - December 2019 | PDF",18]