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Narrative Kompetenz von Studierenden erfassen – Zur Annäherung an formative und summative Vorgehensweisen im Fach Geschichte

Journal Article
Narrative Kompetenz von Studierenden erfassen – Zur Annäherung an formative und summative Vorgehensweisen im Fach Geschichte
Monika Waldis
The assessment of historical writing and narrative competency is a current challenge in German speaking and international history education. In particular, concepts are needed which help teachers to give students a formative feedback and, furthermore, can provide summative infor-mation for a group of learners. In this article, we describe our conception of narrative competen-cy, we discuss different research practices and results and show how we connect both types of assessment for a group of Swiss German history teacher students.
zeitschrift für didaktik der gesellschaftswissenschaften
7
1
17-35
2016
German
2191-0766

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