ucas reference in a changing admissions climate reference in...assembles the reference, editing it...
TRANSCRIPT
References (& Personal Statements) can and do make a difference between offer/confirmation and decline
Limits to what can be done by referee – grades speak for themselves – but reassurance is key
‘Top’ and ‘bottom’ quartiles most in need of help
A good reference is as much about process as techni que
Highly subjective business – we will disagree
Overview
2016-entry applicants in strong position
Universities using References (and Personal Statements) as reasons to make offers, rather than reject
Recent exam performance and end of SNC is making even Russell Group institutions cautious about over -rejecting early
Current Position
UK-wide 2016 entry:
Apps -0.88%, but Conditional Offers +0.87%
Unconditional Offers +21% on same period in 2015
Rejections are down again (-1.3%) on same period. Equates to 6.8% of total applications.
Current Position
Current Position
UK-wide 2016 entry:
Apps -0.88%, but Conditional Offers +0.87%
Unconditional Offers +21% on same period in 2015
Rejections are down again (-1.3%) on same period. Equates to 6.8% of total applications.
Current Position
Positive, honest, accurate
Focus on academic skills – personal traits are secondary
Concise, relevant and not duplicating
Corroborate student’s Personal Statement
Convince reader it has been written for that studen t
The Reference
Don’t assume knowledge of the school/college
Note/explain deviations from standard programme
explain qualifications taken if not clear from general statement
Note other individual circumstances that may merit special consideration
LAC / illness / etc
participation in special programmes, e.g. G&T
The Reference
The Reference - Process
Students invited to provide information about thems elves (‘Student Reference Form’) and to discuss grade pre dictions
Subject teachers provide specific comments and pred icted grades
Personal Tutor provides statement on personal quali ties and assembles the reference, editing it to include intr oduction and conclusion, ensure consistency and that it ‘reads w ell’
Completed reference added to online application for final checking and submission by senior ‘authorised’ UCAS contact
The Reference - Process
Introductionprovide brief school/college context
Reference Structure
“Our Academy School offers A level and BTEC program mes to year groups of 250 students from the local area. 25% are from widening participation backgrounds. Our stand ard pattern is 3 A levels and one AS. All students tak e a critical thinking module as part of the non-examined General Studies programme. Of last session's leavers, 37% s ecured places in higher education, 30% in further educatio n and training, and 33% entered employment.”
Introductionprovide brief school/college contextsummary profile of student & any special points
Reference Structure
ESL Illness Staffing Changes Bereavement
LAC Carer First Gen Visa
Introductionprovide brief school/college contextsummary profile of student & any special points
Subject paragraph(s) details from subject teachers
Concluding paragraphother activities/achievements, personal qualitiesstrength of support for applicationfurther information as appropriate about any specia l circumstances, e.g. how the student is supported
Reference Structure
75 words average per A/AS (could be more if related to degree choice, less if subject completed/irrelevant )
c.250 – 300 words for vocational/applied courses
Comment on:
Subject Paragraphs
- analytical skills - ability to present argument- initiative - independence of thought- aptitude - communication skills- practical skills - creativity/imagination- application/determination
Show the reader that you know the student
Add comments where predicted grades are not a true reflection of potential/inconsistent with achievement so far
Refer to good AS marks even if not certificated
Focus on academic skills, enthusiasm, ICT skills
Keep it brief about the school/college – focus on th e student
Give context about former school if they are new to your College/Sixth Form
Do…
Use stock phrases
Write as a report (e.g. ‘Student should concentrate on this or that’)
Refer to resits, unless it seems positive in the ci rcumstances
Raise weaknesses unless documented, evidenced and communicated to/discussed with student/parents
Make basic errors
Don’t…
Example Reference – Omar
Example Reference – Omar
Student A – Pharmacy (Academy)
Student B – Geography (Grammar)
Student C – HR Management (6 th Form College)
Student D – Mathematics (Grammar)
Student E – Medicine (Independent)
Student F – Psychology (FE College)
Example References
Student A - Sally• % FSM?• % going to HE?• Qualifications profile?• Relative strength of
candidate?• Specifics? – convince us it
isn’t generic
Student A - Sally
????
Student B - Shashi
????
Student B - Shashi
Student C - Jenny
????
Student C - Jenny
????????
Student D - Joe
Student D - Joe
Student D - Joe
Student E - Maria
?!?!?!?!
???? ????
Student E - Maria
????
????????
????
????
Student E - Maria
????????
Student F - Louise
????
????
Student F - Louise
???? ????
????
Conditional
Conditional
Conditional
Conditional
Rejected
Rejected
Student A – Pharmacy
Student B – Geography
Student C – HR Management
Student D – Mathematics
Student E – Medicine
Student F – Psychology
Example References – offer stage
Student A – De Montfort, Aston, LJM, Medway, Nottingham
Student B – Aston, Queen’s, Swansea, Portsmouth, Newcastle, Liverpool
Student C – Aston , Coventry, BCU, Newman, Wolv’ton
Student D – Bham , Manchester, Aston, Nottingham, Warwick
Student E – Birmingham, Sheffield, Nottingham, Cambridge
Student F – BCU, Wolv’ton, Aston, Birmingham
Example References - confirmation
Your efforts do impact students’ destinationsstrongest and weakest students in particular
Perceived effort = inferred value of applicant
Better examples do not follow a formula
Reassure and confirm
Convince the reader you know the pupil (and care)
Summary
