1st Edition

New Directions in Assessing Historical Thinking

Edited By Kadriye Ercikan, Peter Seixas Copyright 2015
    284 Pages 24 B/W Illustrations
    by Routledge

    284 Pages 24 B/W Illustrations
    by Routledge

    New technologies have radically transformed our relationship to information in general and to little bits of information in particular. The assessment of history learning, which for a century has valued those little bits as the centerpiece of its practice, now faces not only an unprecedented glut but a disconnect with what is valued in history education. More complex processes—historical thinking, historical consciousness or historical sense making—demand more complex assessments. At the same time, advances in scholarship on assessment open up new possibilities.

    For this volume, Kadriye Ercikan and Peter Seixas have assembled an international array of experts who have, collectively, moved the fields of history education and assessment forward. Their various approaches negotiate the sometimes-conflicting demands of theoretical sophistication, empirically demonstrated validity and practical efficiency. Key issues include articulating the cognitive goals of history education, the relationship between content and procedural knowledge, the impact of students’ language literacy on history assessments, and methods of validation in both large scale and classroom 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.



    Contributor Biographies


    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


    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.