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ERIC Number: EJ1068283
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0040-5841
Issues in Designing Assessments of Historical Thinking
Ercikan, Kadriye; Seixas, Peter
Theory Into Practice, v54 n3 p255-262 2015
Similar to educators in mathematics, science, and reading, history educators around the world have mobilized curricular reform movements toward including complex thinking in history education, advancing historical thinking, developing historical consciousness, and teaching competence in historical sense making. These reform movements, including the Common Core Standards, are beginning to include historical thinking. Despite these developments, inclusion of historical thinking in assessments has been slow: The great majority of history assessments, both large-scale and classroom-based, still focus on fragmented pieces of information. In this article, we discuss the challenges in assessment of historical thinking, describe how these issues were dealt with in a 1-hr test of students ability to reason about "enemy aliens" in Canada during World War I, and make recommendations for future assessments.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada