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Material-Based and Open-Ended Writing Tasks for Assessing Narrative Competence among Students

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Material-Based and Open-Ended Writing Tasks for Assessing Narrative Competence among Students
Jan Hodel, Monika Waldis, Meik Zülsdorf-Kersting, Béatrice Ziegler, Holger Thünemann (Eds.)
"Even as more school districts adopt history curricula that specify historical thinking as a goal, valid assessments of historical thinking remain elusive, and exams continue to focus on measures of factual knowledge or generic reading and writing skills. This edited collection addresses the new landscape of history 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 assessing content versus procedural knowledge. With contributions from international experts from the fields of history education, digital humanities, and assessment and measurement, Assessment of Historical Thinking is a critical, research-oriented resource aimed at remedying the disjunction between the history classroom and the history test"--Provided by publisher
New Directions in Assessing Historical Thinking
New York
Routledge
2015
117-131
English
978-1-138-01826-6 978-1-138-01827-3

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