NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ893815
Record Type: Journal
Publication Date: 2010-Feb
Pages: 13
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0018-2745
Assessment Strategies for a History Exam, or, Why Short-Answer Questions Are Better than In-Class Essays
Maxwell, Alexander
History Teacher, v43 n2 p233-245 Feb 2010
The in-class essay is not an effective means to assess student ability in a history exam. History teachers should instead ask short-answer questions in order to test what the American Historical Association calls "objective" knowledge: the ability to identify concepts, historical actors, organizations, events, and so forth. Such questions, admittedly, do not measure the analytical and cognitive skills that most historians consider a central goal of humanities education. Nevertheless, factual knowledge tests cultural literacy, which should remain an important part of history teaching. In this article, the author discusses why short-answer questions are better than in-class essays. (Contains 39 notes.)
Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.thehistoryteacher.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A