Assessment of Learning in History Education

Teacher candidates as student partners in decoding the disciplines research

“…As such, it involves more than just basic reading comprehension; contextualization requires asking questions and applying relevant external background information to a document to create an interpretation of the document within the context of a historical time and place. Yet teaching this crucial historical thinking skill remains a persistent problem in history education, as learners encounter bottlenecks to developing contextualized thinking (Baron, 2016;Britt & Aglinskas, 2002;Mosborg, 2002;Nokes et al, 2007;Reisman, 2012;Shemilt, 2000;Wooden, 2008). With few recent studies published on how learners develop the skills of contextualization (Reisman & McGrew, 2018), the cognition learners display while attempting to contextualize historical documents warrants further decoding.…”

Transformation Model of History Learning in Increasing Student Competency

“…This type of assessment allows students to express themselves and demonstrate their reasoning regarding a topic. Essay questions often require higher-order thinking skills, such as analysis, synthesis, and evaluation (Belo et al, 2019;Shemilt, 2018). From this discussion, the CRI model in evaluating text-based history learning can improve students' mastery of content knowledge and critical-chronological thinking skills.…”

“…Open-ended questions often need students to construct or develop their solutions without the benefit of any suggestions or answer choices(Belo et al, 2019). In the implementation of open evaluations in history learning at madrasas, the opinion(Shemilt, 2018) that evaluation of content knowledge with open question types can begin by asking candidates to provide one or two-word answers to specific questions or, in essay form, write everything that they know about the content being taught.…”

'You don't go in their place': historical empathy in education

“…Shemilt's Evaluation Study showed that adolescents can think effectively about past behaviour and that this can improve with teaching that aims to develop such kind of thinking. 200 CHATA project showed that the potential of providing empathetic explanations is not a phenomenon observed only in older students, but also primary age ones. 201 Despite the Evaluation Study and CHATA project being the most comprehensive ones, other studies during the same period (i.e., the last two decades of the 20th century) also suggested that students can attempt to explain actions, institutions and practices in the past in sophisticated ways, both at the ages of secondary and primary education.…”