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Article summary:
1. An exploratory investigation was conducted to determine which types of assessment in high school best predicted success at university in the same subjects.
2. Internal (school-based) assessment was a better predictor of university success than external, examination-based assessment for social sciences and the humanities, while the opposite was true for mathematics and the sciences.
3. Further research is needed to explore whether aligning disciplinary learning and assessment could be a powerful mechanism to enhance learning.
Article analysis:
The article provides an interesting exploration into the types of assessments that best predict success at university in various subjects. The authors provide evidence from their research to support their claims, however there are some potential biases that should be noted. For example, the study only looked at one particular set of universities and did not consider other institutions or countries, which may have different approaches to assessment and learning. Additionally, the authors do not explore any counterarguments or alternative explanations for their findings, which could lead to a more comprehensive understanding of the topic. Furthermore, there is no discussion of possible risks associated with aligning disciplinary learning and assessment, such as potential issues with standardization or over-reliance on certain methods of evaluation. Finally, it is unclear if both sides of the argument were presented equally throughout the article; while some points are discussed in detail, others are glossed over without much explanation or analysis.