Just to throw another of my 2-rappen into this discussion - I find the UK system of predicted grades at GCSE and again at A-level an interesting example of giving teachers unnecessary "tarot card reading". Then again I have experienced (indirectly as all of my schooling was done in US) that actual classwork counts very little towards term grades, it is all about the exams
The difference between the "conditional offer" and the more highly prized "unconditional offer". I have A-level acquaintances fitting into both categories - and exam stress levels only moderately different. The results arrive in mid to late August, a month before term begins...?! I suppose this uncertainty with acceptance to any university (not just Oxbridge) has fueled the popularity of postponing entry in favour of the Gap year.
The UCAS application process includes GCSE grades obtained at 15/16- predicted grades given by individual teachers, a long personal statement where the students tries to 'sell him/herself' for the course- AND also a lenghty tutor statement/reference, where the form tutor also tries to give a precis of the student's abilities, character, determination, extra curricular achievements, work experience, and suitability for the course/s chosen. It also plays an important part in the selection process by universities. For those not familiar with the English system, this application process takes place in late autumn of Year 13, the final year, and therefore quite a long time before final exams. The whole application process does mean that, on the whole, students who get to Uni have the level and other attributes necessary for them to succeed. One big difference is the one played by character, all roundedness, extra curricular acitivites, etc. For instance a student with 4 A's predicted at A'Level- applying for say, for veterinary medicine- will not necessarily get a place if their personal statement, tutor statement and work experience reference do not show that a/ they have takent the time and trouble tog gain relevant experience by working at SPA, vet practice, refuge, etc- and b/ if they don't display personal qualities which will make them a good vet- not just academically. Empathy, good contact with people (who will be the clients), etc. Same (but different of course) with medicine.
Apples and oranges, as said above, are very difficult to compare. I went through the Matu system here in CH, but in the late 60s. I am on the education board here and teach many Matu students, so have got myself up to date with the current system. I also taught A'Level and was 6th Form tutor (for year 12 and 13) in the UK, and my daughters went through the A'Level system. There is no way the Matu represents 11 A'Levels- at all. But I'd say it does represent more than the 3 taken in UK (4 for a few). Our A'Level students had only about 20 hours of tuition per week- for instance, whereas here students have (not checked exact number- will do next time I have Matu students here)- quite a few more, with a much greater number of home-work personal study due to the number of subjects taken.
Thanks for your openness to recognize it at least!