What do we use references for?

To assist in selection/decision making

To distinguish between candidates with similar academic profiles

Professional assessment of a student’s potential to succeed at HE

Suitability for chosen course(s)

Verification of other information on UCAS form

Contextualise performance and predicted grades

What do you use references for?

To support students in securing a place on the right course

To reflect upon the student’s:

◦ Academic qualities – strengths and weaknesses◦ skills◦ work ethic◦ motivation and commitment

How do you begin?

Who’s writing the reference? Personal tutor, subject tutor, contributions from several people?

Get the student to do the groundwork! Ask them to provide:◦ details of the courses they are applying for and where◦ what the course requirements are

grades subjects skills interview/selection test

◦ how much competition they are likely to face◦ personal statement

University Choices for J. Bloggs

Institution University of York University of Sheffield

Course English English Literature

Typical offer AAA AAB

Essential/preferred subjects English Lit or Lang/Lit English Lit or Lang/Lit

Skills or experience • Articulate and well read• Wide cultural interests• Engagement with

literature includes poetry and drama as well as fiction

• Committed to literature• Well read and evidence of

texts which have been inspirational

Applications per place 7 apps per place 5 apps per place

Other (e.g. placement options, year abroad)

Before you get started

Discuss choices with the student – are their expectations realistic?

Help students to understand their strengths and weaknesses so that they can maximise their potential

Remember – students have five choices so there is scope for aspiration/ambition

Variety of courses applied to? Is more research needed?

Is there a correct structure?

There is no right or wrong way of presenting a reference but consider:

What you can’t control:◦ 4,000 characters (including spaces) or 47 lines◦ No text formatting (no bold, italics, underlining)

What you can control:◦ Resist the urge to write to much (or too little!)◦ Should be well organised, clear and look professional◦ Should be free of errors

Possible structure and contentPredicted gradesIntroduction

◦ Summary and evaluation of student◦ School context and setting (be concise)

Subject by subject report (academic qualities)◦ Details from subject teachers – subjects can be grouped if

necessary◦ Best or most relevant subjects first◦ Make each subject clear (e.g. “In English …”)

Discussion of personal qualities ◦ Extra curricular activities◦ Focus on skills

Content

Predicted Grades◦ Add to the appropriate section on the UCAS application◦ Are the predicted grades credible based on past performance? If not,

why not?◦ If the student has already achieved their final results, it’s useful for you

to confirm these in the reference

◦ Over-predicting and under-predicting Only 52% of grades are accurately predicted (UCAS Admissions Process

Review) 42% of grades are over-predicted by at least 1 grade Over-predicting could contribute to a student receiving an offer that they

subsequently fail to meet Under-predicting could result in no offer being made

◦ Make sure student is aware of their predicted grades

Subject Evaluation

Performance in each subject areaParticular reference to the subject to which they are applyingWhat are their strengths in each subject?How will this skill be useful on a university course?Has your student performed well in any key topics of a subject?Have they shown initiative by doing independent research?Did they make any notable achievements at AS level?

If the student is on an upward trend – say so!Position relative to other studentsSubject commentary should be consistent with predicted gradesDo achieved results support predicted grades?

Personal qualities

Highlight and verify the key activities students mention in their personal statementAvoid repetition, but highlight key skills you know they have acquiredWhat do their extra-curricular activities say about them?Don’t be tempted to list – consider the skills they acquire through their involvementHave they had a position of responsibility within the school?What is their attitude towards extra-curricular activities?How do they contribute towards the college?

Suitability for higher education and future plans

Motivation and enthusiasmPrepared to go beyond the specificationGenuinely enjoys study of the subjectIndependent learnerGood at planning ahead, managing time

Has the student told you about their career aspirations?How will their current activities prepare them for this?How motivated is the student to succeed?Is university an essential part of their progression?

Mitigating circumstances

Please tell us about anything which may have/have had an adverse effect on performance. School

◦ change of teaching staff ◦ change of building/site◦ unusually large classes leading to timetabling difficulties

Personal circumstances◦ ask for the student’s consent to mention sensitive circumstances◦ illness during course or exams◦ illness or death of a close family member◦ current family issues ◦ home learning environment

Occasional problems

Wrong student! Wrong gender/name

Predicted grades unrealistic given past performance

Reference concentrates on only one choice of HE institution or course

Spelling mistakes

Student has changed mind but reference hasn’t been edited

Identical reference given to several students

Too much repetition of information provided in the personal statement