“Success” at tertiary level is often measured by some combination of individual unit pass rates, individual marks and entire degree completion rates. These measures are often highly influenced by students at the two ends of the performance spectrum, and can often fail to identify how the bulk of the students in the middle are performing other than passing. This paper aims to consider if there is another way to measure success. A number of studies have explored the extent to which these measures can predict subsequent student University performance. Wurf and Croft-Piggin consider not just ATAR but a range of other measures. Lowe and Johnston studied the correlation between students’ undergraduate performance and their responses to a range of broader questions regarding their motivation and aptitude prior to commencing their University studies. Knipe also considered whether ATAR could be used to predict the likelihood of completing degree programs. Lowe, Wilkinson & Johnston have recently analysed a large data set of university entry scores compared with yearly average marks in engineering degrees to investigate correlation between specific subject choices at high school and engineering degree performance at a gross level, and are seeking to use this paper to refine the analysis and interpretation further.
