What caused those VCE Results?

What caused those VCE Results?

 Registration is closed for this event


November 26, 2019
4:30 PM to 6:00 PM


Melbourne University Hawthorn Campus
422 Auburn Road
Hawthorn, VIC 3122



$75.00   (inc GST)


Free parking is available on site.




VCE results vary across schools, classes and subjects, and from year to year, in some cases to a significant degree. The biggest single influence on these outcomes is student ability.


If we can isolate the influence of student ability, we can determine ‘ability-adjusted’ scores and then, using data gathered over several years, explore the impact other significant factors are having.


This seminar examines the patterns in VCE Study Scores, adjusted to take account of the effects of individual student ability and school average ability in each Study, and in particular, identifies the impact on classes and subjects that three key factors, namely the number of girls, EAL and Yr 11 students actually have on school and class results.


The seminar will conclude with a discussion of the data and analyses required to further advance the important, but still neglected, area of teacher/class and departmental effectiveness in Secondary Schools.



Carmel Richardson is a research consultant who works with teachers and school leaders to interpret internally and externally generated academic data. She helps clarify the school-based factors which influence academic outcomes and the likely extent of that influence.


A past teacher with more than 20 years’ experience in Victorian schools, Carmel conducted large-scale, multi-level modelling analyses of VCE data (1994-2000) in her doctoral studies at The University of Melbourne and was a Senior Research Fellow at ACER (2003-2008).


From 1997-2000, Carmel worked with other team members locally and internationally to develop Performance Indicators for Measuring Value-added Improvement of Primary and Secondary Students’ Academic Performance.


More recently, Carmel has provided individual schools with detailed evaluations of their VCE data at student, class and subject levels, as well as conducting professional learning seminars enabling staff to develop positive, evidence-based improvement strategies at all levels within their schools.


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