See AJALT’s page with The formula for calculating Japan’s hensachi (偏差値)
For finding out High schools’ hensachi http://www.highschool-j.net/hensachi/
More about how it works here at “An Introduction to Japanese Society” By Yoshio Sugimoto | Read also The Gaijin’s Guide to Surviving High School Entrance Exams
Based on the Experience of Two Mothers of Three Boys in Tokyo by Rebecca Ikawa and Sandra Tanahashi.
For College and University hensachis: http://hensach1.com/ |
Interview with Tim Murphey – Parts 3-5 (Interviews) | ELTNEWS.com
Brian J. McVeigh’S “Japanese higher education as myth” shows you the classification of universities by hensachi
H for National Colleges of Technology http://kosen.sakura.ne.jp/nyushi/hensachi.htm
H-Ranking for universities: 大学偏差値ランキング
Panel urges shift in emphasis from ‘hensachi‘ system | Japan Times
From the 3.1 “Exam hell”: Hensachi chapter of ASSESSING JAPAN’S INSTITUTIONAL ENTRANCE REQUIREMENTS Asian EFL, March 2003, Vol 5. Issue 1 Article 4:
In Japan there is a commonly held belief in “the educationally credentialized society,” or gakureki shakai. In many cases, the extraordinary emphasis on ranking colleges and universities has led to a brand-name sensitivity that may affect a person for their entire life. One effect of a gakureki shakai is a phenomenon that has been labeled “exam hell.”As was mentioned in the introduction, the so-called “exam hell” is pressure felt by many young adults in Japan (as well as South Korea, Taiwan, Singapore, and other Asian countries for that matter). Most teenagers are expected to prove their intellectual mettle (or exam-taking talent) on these fact-oriented exams, even though they are rarely pushed to excel once they have matriculated at a college or university (see McVeigh 1997). Entrance into a university is often equated with passing the test, and in actuality this is often the case. Though admissions procedures are becoming more creative in recent years, the majority of colleges have resisted any change in a system that has been in place, arguably, since the Meiji Era in the late 1800s (Amano 1990). Indeed the university entrance, and overall education, system itself is inherently immobile (Frost 1991; Schoppa 1991), and has been described as a societal ‘filtering’ mechanism to create a class structure where otherwise none purportedly exists (see, eg, Cutts 1997; McVeigh 1997; McVeigh 1998).Students are strictly ranked according to hensachi, the “abstract notion of a national norm-referenced person-indexed score.” (Brown 1995, p.25). Using this score, high school and prep school teachers advise their students about which university entrance exams they should take based on their probability of acceptance (a high school teacher’s reputation is on the line if their students shoot too high and miss their mark– conservatism that is a necessity). In fact, the largest cram school syndicates in the Tokyo and Osaka area publishhensachi ranking lists of two and four-year colleges which students and teachers use to make application decisions.
3.2 Changing demographicsJapanese society is now faced with two demographic challenges that have been termed shoushika (low birthrate syndrome) and koureika (aging syndrome). These changes, of course, have repercussions throughout society, and schools are already witnessing the effects. Most universities in Japan have seen, first, a slowing in the rising rate of applicants, and, now, an overall decrease in the number of students sitting the yearly exams. This has forced a normally conservative sector of society to move in relatively innovative ways in an attempt to counteract their growing inability to attract students. Even top name schools in the higher echelons of the rankings have had to consider the ramifications of less and less applicants each year. Not least of their concerns is financial, of course, since entrance exam fees are a substantial source of revenue (in the $ millions) even for the prestigious, but inexpensive, national universities ($150 per student). No school in Japan can afford to sit on the laurels of past achievement and national prestige, least of all the colleges occupying the lower rankings. Recently college prep and cram schools have instituted a new “F” rank, designating those colleges where the entrance exam is a mere formality since any student that applies is automatically accepted, given a “free pass.”
3.3 Analyses of Japanese university entrance exams With that being said, the conservative world of university entrance exams is slow to change. Though the doors are slowly opening since schools are acknowledging that they must lower the bar to keep the freshman class (and, ergo, the coffers) filled, the content of entrance exams, especially the English tests, have changed little. Although the administrators and board of directors may be anxious for progressive change, the test developers themselves control, for the most, the content of the entrance exams.
In fact, Brown & Yamashita (1995; 1995) conducted a longitudinal study of the content of English language entrance exams at Japanese universities and found insignificant change over a period of years. This would tend to indicate that university test developers are content to examine the students as always. After analyzing the content of 21 English entrance exams, Brown & Yamashita (1995; 1995) made many important findings…
From our EIJ discussion forum comes a useful suggestion:
“I’ve been reading some of the (mostly chugaku) juken guidebooks and they can be quite useful in providing various sorts of information about schools:中学受験案内 2012年度入試用| 高校受験案内 2012年度入試用| 2012年度用 大学受験案内 |大学受験案内2012年度用
For example the following book
The information in the book includes:
From the Japanese Education System: “Hensachi means `deviation value,` and is a quantifying method that determines one`s relative rank, not actual ability. Hensachi status, however, painfully suggests to many students that they are inferior to others. Its impact on them and on their attitude to life is so strong that it often lingers throughout their lifetime.”–p. 79, “Mental Health Challenges Facing Contemporary Japanese Society, The `Lonely People` by Yuko Kawanishi
Fujita Takashi writes on the 4 psychological effects of hensachi: 中学生の進路決定過程に関する事例研究 : 努力主義の採用と学業成績の層的認識 |
On Decision-Making Process of Senior High School Selection among Japanese Junior High School Students–Psychological Mechanism of Entrance Examination Hell
Not guilty as charged: Do the university entrance exams in Japan affect what is taught? by Michael Stout”
See also:
Dragon gate: competitive examinations and their consequences by Kangmin Zeng for competitive spirit and attitudes of high school students
Teen life in Asia by Judith Slater
Societal Factors Impacting on Images of the Future of Youth in Japan
Archived: The Educational System in Japan: Case Study Findings
Honyaku Archive : Re: Deviation Value of Education
Japan and its standardized test-based education systemA Few Bad Women: Manufacturing “Education Mamas” in Postwar JapanEstimate of the Production Function of Education
Gender Salary Differences in Economics Departments in Japan
Edu Watch: Japanese education system and its new working class
Examination and Evaluation of the English Portion of the Center Shiken
Higher Education Reform in Japan: Amano Ikuo on ‘The University in Crisis
The 150 year history of English Language Assessment at Schools in Japan by Miyuki Sasaki
[…] Ranking High Schools werden nach einem System, das “Hensachi” genannt wird bewertet. Hensachi stellt die Aufnahmequote an Hochschulen dar. Schulen in der Mitte der Normalverteilung, haben ein Hensachi Rating von 50, solche mit einer Standardabweichung über dem Mittelwert eine von 60, mit einer Standardabweichung unter dem Mittelwert eine von 40. (Vgl. zur Methode und allgemein) […]