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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.
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.
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Autorenporträt
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.
Inhaltsangabe
Preface Acknowledgements Contributor Biographies Introduction Part I: Goals of History Education: Models of Historical Cognition and Learning 1 Historical Consciousness in Germany: Concept, Implementation, Assessment Carlos Kölbl & Lisa Konrad 2 The Difficulty of Assessing Disciplinary Historical Reading Abby Reisman 3 Heritage as a Resource for Enhancing and Assessing Historical Thinking: Reflections from the Netherlands Carla van Boxtel, Maria Grever & Stephan Klein 4 Relating Historical Consciousness to Historical Thinking through Assessment Catherine Duquette Commentary 1 Into the Swampy Lowlands of Important Problems Robert B. Bain Part 2: Issues in Designing Assessments of Historical Thinking 5 Assessing for Learning in the History Classroom Bruce VanSledright 6 Historical Thinking, Competencies and their Measurement: Challenges and Approaches Andreas Körber & Johannes Meyer-Hamme 7 A Design Process for Assessing Historical Thinking: The Case of a One-Hour Test Peter Seixas, Lindsay Gibson & Kadriye Ercikan 8 Material-based and Open-ended Writing Tasks for Assessing Narrative Competence among Students Monika Waldis, Jan Hodel, Holger Thünemann, Meik Zülsdorf-Kersting, & Beatrice Ziegler Commentary 2 Historical Thinking: In Search of Conceptual and Practical Guidance for the Design and Use of Assessments of Student Competence Josh Radinsky, Susan R. Goldman, James W. Pellegrino Part 3: Large-scale Assessment of Historical Thinking 9 A Large-Scale Assessment of Historical Knowledge and Reasoning: NAEP U.S. History Stephen Lazer 10 Assessing Historical Thinking in the Redesigned Advanced Placement United States History Course and Exam Lawrence G. Charap 11 Historical Consciousness and Historical Thinking Reflected in Large-scale Assessment in Sweden Per Eliasson, Fredrik Alvén, Cecilia Axelsson Yngvéus, & David Rosenlund Commentary 3 Assessment of Historical Thinking in Practice Susan M. Brookhart Part 4: Validity of Score Interpretations 12 The Importance of Construct Validity Evidence in History Assessment: What is Often Overlooked or Misunderstood? Pamela Kaliski, Kara Smith, & Kristen Huff 13 Cognitive Validity Evidence for Validating Assessments of Historical Thinking Kadriye Ercikan, Peter Seixas, Juliette Lyons-Thomas, & Lindsay Gibson 14 Measuring Up?: Multiple-Choice Questions Gabriel A. Reich 15 History Assessments of Thinking: An Investigation of Cognitive Validity Mark Smith & Joel Breakstone Commentary 4 The Validity of Historical Thinking Assessments: A Commentary Denis Shemilt
Preface Acknowledgements Contributor Biographies Introduction Part I: Goals of History Education: Models of Historical Cognition and Learning 1 Historical Consciousness in Germany: Concept, Implementation, Assessment Carlos Kölbl & Lisa Konrad 2 The Difficulty of Assessing Disciplinary Historical Reading Abby Reisman 3 Heritage as a Resource for Enhancing and Assessing Historical Thinking: Reflections from the Netherlands Carla van Boxtel, Maria Grever & Stephan Klein 4 Relating Historical Consciousness to Historical Thinking through Assessment Catherine Duquette Commentary 1 Into the Swampy Lowlands of Important Problems Robert B. Bain Part 2: Issues in Designing Assessments of Historical Thinking 5 Assessing for Learning in the History Classroom Bruce VanSledright 6 Historical Thinking, Competencies and their Measurement: Challenges and Approaches Andreas Körber & Johannes Meyer-Hamme 7 A Design Process for Assessing Historical Thinking: The Case of a One-Hour Test Peter Seixas, Lindsay Gibson & Kadriye Ercikan 8 Material-based and Open-ended Writing Tasks for Assessing Narrative Competence among Students Monika Waldis, Jan Hodel, Holger Thünemann, Meik Zülsdorf-Kersting, & Beatrice Ziegler Commentary 2 Historical Thinking: In Search of Conceptual and Practical Guidance for the Design and Use of Assessments of Student Competence Josh Radinsky, Susan R. Goldman, James W. Pellegrino Part 3: Large-scale Assessment of Historical Thinking 9 A Large-Scale Assessment of Historical Knowledge and Reasoning: NAEP U.S. History Stephen Lazer 10 Assessing Historical Thinking in the Redesigned Advanced Placement United States History Course and Exam Lawrence G. Charap 11 Historical Consciousness and Historical Thinking Reflected in Large-scale Assessment in Sweden Per Eliasson, Fredrik Alvén, Cecilia Axelsson Yngvéus, & David Rosenlund Commentary 3 Assessment of Historical Thinking in Practice Susan M. Brookhart Part 4: Validity of Score Interpretations 12 The Importance of Construct Validity Evidence in History Assessment: What is Often Overlooked or Misunderstood? Pamela Kaliski, Kara Smith, & Kristen Huff 13 Cognitive Validity Evidence for Validating Assessments of Historical Thinking Kadriye Ercikan, Peter Seixas, Juliette Lyons-Thomas, & Lindsay Gibson 14 Measuring Up?: Multiple-Choice Questions Gabriel A. Reich 15 History Assessments of Thinking: An Investigation of Cognitive Validity Mark Smith & Joel Breakstone Commentary 4 The Validity of Historical Thinking Assessments: A Commentary Denis Shemilt
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