Representations of Disciplinary Knowledge in Assessment: Associations between High School and University Assessments in Science, Mathematics and the Humanities and Predictors of Success

Autor/inn/en	Johnston, Michael; Wood, Bronwyn Elisabeth; Cherrington, Sue; Boniface, Suzanne; Mortlock, Anita
Titel	Representations of Disciplinary Knowledge in Assessment: Associations between High School and University Assessments in Science, Mathematics and the Humanities and Predictors of Success
Quelle	In: Educational Assessment, 27 (2022) 4, S.301-321 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnston, Michael) ORCID (Wood, Bronwyn Elisabeth) ORCID (Cherrington, Sue) ORCID (Boniface, Suzanne) ORCID (Mortlock, Anita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2022.2088495
Schlagwörter	Student Evaluation; Predictor Variables; Academic Achievement; High School Students; College Students; Social Sciences; Humanities; Mathematics Achievement; Evaluation Methods; Intellectual Disciplines; Alignment (Education); Foreign Countries; Epistemology; Science Achievement; New Zealand + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Prädiktor; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Geisteswissenschaften; Humanwissenschaften; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Erkenntnistheorie; Neuseeland
Abstract	In this paper, we report an exploratory investigation of the types of assessment in a variety of high school subjects that best predicted subsequent success at university in those subjects. In social sciences and the humanities, internal (school-based) assessment was a better predictor of university success than external, examination-based assessment, whereas the converse was true for mathematics and the sciences. A plausible interpretation of these findings, and one that warrants further research, is that approaches to assessment that recognize differences in the knowledge structures of disciplines at the point of university transition could be a significant factor in better preparing students for success at university. There are other plausible explanations, which we also explore. If further research validates our conjecture regarding the importance of aligning the disciplinary learning and assessment, we will have identified a potentially powerful mechanism to use the motivating force of assessment to enhance learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01