New Directions in Assessing Historical Thinking

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AP United States History
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B01=Kadriye Ercikan
B01=Peter Seixas
Carla Van Boxtel
Category1=Non-Fiction
Category=JNDH
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citizenship education
cognition
Cognitive Validity
Common Core State Standards Initiative
complex thinking
content knowledge
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democratic education
digital humanities
ECD
educational assessment
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formative assessment
historical consciousness
historical thinking
Historical Thinking Concepts
Historical Thinking Project
Historical Thinking Skills
History Assessments
history curriculum
history education
History Exam
history learning
history tests
Kadriye Ercikan
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Large Scale Assessment Programs
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large-scale assessment
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Peter Seixas
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Primary Source Evidence
procedural knowledge
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Slavery Monuments
social studies
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summative assessment
TAPs Data
test design
Test Taker Knowledge
test validity
Van Boxtel
Vice Versa

Product details

  • ISBN 9781138018273
  • Weight: 149g
  • Dimensions: 152 x 229mm
  • Publication Date: 04 Mar 2015
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
  • Language: English
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New technologies have radically transformed our relationship to information in general and to little bits of information in particular. The assessment of history learning, which for a century has valued those little bits as the centerpiece of its practice, now faces not only an unprecedented glut but a disconnect with what is valued in history education. More complex processes—historical thinking, historical consciousness or historical sense making—demand more complex assessments. At the same time, advances in scholarship on assessment open up new possibilities.

For this volume, Kadriye Ercikan and Peter Seixas have assembled an international array of experts who have, collectively, moved the fields of history education and assessment forward. Their various approaches negotiate the sometimes-conflicting demands of theoretical sophistication, empirically demonstrated validity and practical efficiency. Key issues include articulating the cognitive goals of history education, the relationship between content and procedural knowledge, the impact of students’ language literacy on history assessments, and methods of validation in both large scale and classroom assessments. New Directions in Assessing Historical Thinking is a critical, research-oriented resource that will advance the conceptualization, design and validation of the next generation of history assessments.

Kadriye Ercikan is Professor of Measurement, Evaluation, and Research Methodology, Faculty of Education, University of British Columbia, Canada.

Peter Seixas is Professor of History Education, Faculty of Education, University of British Columbia, Canada.