Assessing Historical Thinking and Understanding A Primer

ISBN-10: 0415836980
ISBN-13: 9780415836982
Edition: 2013
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Description: Many states are now adopting the more-demanding common-core state standards movement as a way to promote deeper understandings of the subjects. But although history is a component of the English/Language Arts standard, and there are plans to release  More...

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Book details

List price: $22.99
Copyright year: 2013
Publisher: Taylor & Francis Group
Publication date: 8/27/2013
Binding: Paperback
Pages: 144
Size: 5.50" wide x 7.75" long x 0.25" tall
Weight: 0.550
Language: English

Many states are now adopting the more-demanding common-core state standards movement as a way to promote deeper understandings of the subjects. But although history is a component of the English/Language Arts standard, and there are plans to release a full set of common-core state standards specific to social studies, it is still uncertain how the history standards will be assessed. Author Bruce VanSledright argues that traditional and typical standardized testing approaches are seldom up to the task of measuring the more complex understandings students are asked to attain through the common core state standards. As the common core state standards in history ask students to dosomething with what they know, rather than simply identify or recall what they know, and often build on a substantive knowledge base, traditional assessment structures -- such as multiple-choice questions -- cannot fully assess what the student knows. In order to take the standards seriously, assessment instruments need to be aligned to the types of knowledge that the standards require.In this timely text, VanSledright delves into the types of history knowledge the common core state standards require, illustrates how they can be applied in-use in history learning contexts following the lead of those standards, and theorizes how the standards might fit together cognitively to produce deep historical understandings among students in teaching-learning contexts. He then describes a variety of assessment strategies and items that align with the standards, and identifies useful, sensitive and rich assessment rubrics applicable to the different types of assessments, making this book an important resource for social studies teachers and curriculum writers alike.

Preface
The Need for New Assessments in History Education
A Sociocultural Cognitive Model for Learning History
Mapping Assessment Tasks to the Learning Model
Interpreting Assessment Tasks
Standards, Assessments, Testing, and Questions of Alignment
Appendix
Index

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