New Directions in Assessing Historical Thinking P 284 p. 15
内容
Around the world, history educators are more frequently including historical thinking as a goal for learning, yet valid assessments remain elusive, with history tests largely focusing on memorization or measures of factual knowledge. Kadriye Ercikan and Peter Seixas argue that history assessments must target more complex cognitive processes to meet the challenges of the new curricula. This edited collection addresses the new landscape of history teaching and learning, and explores assessments of complex thinking in history. Topics covered include the design of formative and summative assessments for classroom purposes, methods of validating assessments of complex thinking, and the roles of language literacy levels, content and procedural knowledge in assessments of historical thinking. Part I focuses on different articulations of history education goals and their implications for assessment while Part II presents research on assessment design. Following a discussion of three large-scale assessments of historical thinking in Part III, Part IV examines validity research in examining score meaning in assessments of historical thinking, providing insights about task design and the limitations of multiple-choice item types. Commentaries by distinguished researchers on assessment and historical thinking at the end of each part of the book synthesize, discuss, and critique chapters included in that part. With contributions from international experts in the fields of history education and assessment and measurement, New Directions in Assessing Historical Thinking is a critical, research-oriented resource aimed at remedying the disjunction between advances in history learning and assessment.
