Rachel Cox, University of Cambridge

Huw Peters, University of Manchester

Writing an effective

UCAS reference

Welcome

What is the academic reference?

How is it used by universities?

How is it structured and what should it include?

Examples

What is the academic reference?

References in Context

Academic achievement

Admissions tests

Written work

UCAS personal

statement

UCAS teacher’s reference

Interview

“As a referee, you’re aiming to give universities and colleges an informed and academic assessment of an applicant’s suitability for further study.”

(www.ucas.com – How to write UCAS Undergraduate references)

Purpose

• One of the factors on which offers are made

• The only part of application not written by the applicant

• May be scored to assess applicants’ skills and ability

• A profile of performance and potential prepared by

professionals

• Must add value to the application

• 4000 character word limit or 47 lines (whichever is shorter)

• Timeout in UCAS Apply after 35 minutes

• You can begin populating as soon as an applicant registers with UCAS

• Will not be seen by applicant prior to submission to UCAS

• Applicants can request a full copy of the application from UCAS

Key Facts

How is it used by universities?

How and when is it used?

As part of selection:• Information about school/college – for

context

• Information about applicants

• Exceptional/mitigating circumstances

For ‘near misses’ at confirmation

In clearing/adjustment

Predicted grades

Pending qualifications are listed in the reference section – so that referees can add predictions

They should be clear and need to consider:• Do they match the entrance requirements of the chosen

courses?

• Are they consistent with the student’s past academic performance?

• Do they match the information given in the reference?

If ‘No’ to any of the above, there needs to be further explanation in the reference

How to write and structure the UCAS reference

Structure of reference

The structure of the UCAS reference is not set in stone and will differ from school to school and candidate to candidate, but should include:

• Background on applicant and school

• Academic performance at post-16

• Subject by subject reportso Specific details for subject teacherso Most relevant subject first

• Suitability for course and higher education

• Extra-curricular activities and candidate’s personality

Background information

If you choose to enter details about the school/college, please ensure that they are succinct, as the reference should focus mainly on the applicant as an individual:

To give context to the application, you might include:

• size and type of school/college• number of students in student's year group and/or class sizes, and the

proportion typically progressing to HE• typical number and patterns of qualifications taken by students• information about school policies, such as approach to qualification

reform• contextual information about the catchment

Subject information

Things to include…

• Student’s academic performance in their post-16 education -current/past achievements in the subject(s)

• Specific remarks about potential for academic success - profile of academic qualities and skills e.g. analytical ability, logical thought etc

• Applicant’s intellectual flexibility and curiosity

• Suitability of chosen course/subject area

• Applicant’s super-curricular activity and wider subject exploration

• Evaluation of applicant’s performance compared to other students e.g. rank order in class/cohort

A summary about the candidate

Extra-curricular activities, personal qualities and suitability for university and the course:

• Discussion of student’s personal qualities

o Maturity, commitment, enthusiasm

o Transferable skills where not mentioned above such

as time management, organisation

• Extra curricular activities and positions of responsibility

• Suitability for the course and university

o Emphasise particular experiences or skills relevant to

the course

Suggested structure

10%

80%

10%

School or college information

(can include a hyperlink to school

website) Subject specific information

and aptitude for degree

• Focus on subject choice

• Contextual achievement

• Areas of particular strength

Any mitigating or extenuating

circumstances (including nature and

length of impact)

Concluding statement

Examples of teachers’ references

Neutral or bland

Discusses

weaknesses

without justification

Contains spelling/

grammar errors

Shows referee has

had little contact

with student

Not based on

academic or

applied

experiences

Does not describe

context of

achievement

Contextualises

performance and

is honest

Is consistent or

justifies any

discrepancies

Evaluates

motivation

Evaluates

academic potential

and provides

examples

Is detailed and

highly specific

Discusses

strengths and

skills

What makes a good reference? What makes a weak reference?

Thank you

for listening