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Performance reports

All Gifted and Talented Secondary Selective Entrance Program applicants sitting the Academic Selective Entrance Test (ASET) receive a Performance Report.

In 2018, more than 5000 students in Years 6, 8, 9 and 10 completed the ASET.

The ASET is comprised of four individual tests, each one designed to assess different skills, strategies and higher-order thinking in a specific context, e.g. working scientifically, thinking mathematically or reading for analysis.

Test items are designed to be difficult and it is unlikely for any applicant to achieve the maximum score in any test.  All test questions are trialled and evaluated to ensure their efficacy in identifying the most suitable students.

The ASET is vastly different from, and much more complex than, school-based assessments.  NAPLAN provides specific measure of skill ability and cannot be compared to ASET results.

The ASET Performance Report will show two graphs.  The first graph (blue) represents the total range of scores across all tested applicants for each of the four tests.  Your child’s score for each test will be indicated in BLACK with a corresponding arrow head.

These scores are ‘standard scores’ and are determined by the ranking of your child’s score relative to others.  They do not represent a percentage or percentile rank.

The second graph (green) represents the range of Total Standard Scores (TSS).  Placement into an Academic or Languages program is based on this score.  Your child’s TSS is calculated by adding the standard score for each of the four tests together.  Your child’s score will be indicated in BLACK with a corresponding arrowhead.

In order for children to be considered for Academic or Languages programs only, they must score a minimum TSS of 210 (represented on the graph in RED).  However, due to high competition for specific schools/programs, the actual TSS required for entry is often higher.

 

To help you gain an understanding of your child’s likelihood for placement in Year 7 2020, you are able to compare your child’s TSS with the minimum entrance scores that resulted in placement in previous years. 

It is important to remember that as the pool of applicants changes each year, previous scores should be used as a guide only and not as a guarantee for placement.

Note:  this table should be applied to the Year 7 intake only.  Scores for older years will vary as they depend on a much smaller amount of available vacancies.

Program 2017 score 2018 score 2019 score
Bunbury Senior High School 210.62 210.00 210.00
Comet Bay College 210.00 210.00 210.00
Duncraig Senior High School 216.98 222.30 229.47
Fremantle College New in 2018 210.00 210.00
Governor Stirling Senior High School 210.00 210.00 210.00
Kelmscott Senior High School 210.43 210.00 210.00
Melville Senior High School 213.64 217.73 218.25
Perth Modern School 233.86 237.00 237.78
Shenton College 226.66 229.28 230.42
Willetton Senior High School 226.15 228.25 229.27
Selective Academic Program Online (country students only) 210.00 210.00 210.00

The following minimum TSS was required to qualify for a languages program interview.  These applicants' TSS was combined with the interview score to rank the applicant for placement.

Program 2017 score 2018 score
Mount Lawley Senior High School 210.00 210.00
Rossmoyne Senior High School 220.00 220.00

 

Once you have received your child’s Performance Report, and before the First Round of Offers, you will have seven (7) days from the date on the letter to:

  • Change your child’s preference order
  • Reduce the amount of preferences
  • Remove one or more preferences and exchange with another*

Preference change requests must be made in writing to gtsu@education.wa.edu.au, or by phone to 9264 4307.

*Note:  preference additions can only be made when the child has completed the necessary testing for that program, e.g. you cannot add an Arts program when the testing has not been undertaken.

Once you have received your child’s Performance Report, and before the First Round of Offers, you will have seven (7) days from the date on the letter to lodge an appeal. 

The process of appeal involves the hand-marking and analysis of the requested sections in the child’s original answer booklet by the Australian Council for Education Research (ACER). 

Parents considering appeal should only do so if they genuinely believe an error has occurred in the marking of one or more of their child’s tests.