Divergent Activities in History Teaching: History Teachers Perceptions and an Initiative for Evaluation as Preparing Rating Scale

Abstract

Assessment is one of the basic elements of teaching. However, there are not enough studies on the evaluation of divergent questions, particularly, in history education. Therefore, after reviewing the past and current literature on the topic, this study describes the design and implementation of a rating scale which can be used in the evaluation of divergent questions. The study based on action research examines history teachers' views on divergent questions and how they evaluate the answers to such questions. The study was conducted with four history teachers who are working in different schools attached to the Ministry of National Education (MoNE) and 68 high school students in Turkey. Interview and document analysis were used as data collection tools. The study consists of two parts. In the first part of the study teachers' thoughts about divergent questions were determined; and the second part involves the generation of a rating scale that can be used in assessing the answers given to divergent questions. The result reveals that the rating scale provides the sufficient reliability and validity value, and can be used by history teachers in terms of divergent questions.