Reinvigorating the Teaching of History through Alternative Assessment

Drake, Frederick D.; McBride, Lawrence W.

doi:10.2307/494571

Cited by 9 publications

(5 citation statements)

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“…Regardless of the measures selected, it is suggested that Drake and McBride's (1997) analytical rubric for assessment in history be used because it portrays student performance relative to three distinct categories (knowledge, reasoning, and communication), allowing teachers to develop comprehensive evaluations of the learning that has occurred.…”

Section: Assessing Student Learning In Units Based On the Study Of Icmentioning

confidence: 99%

The Images of Our Time: Using Iconic Photographs in Developing a Modern American History Course

Lindquist

2012

The Social Studies

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History courses based on chronological narratives in textbooks often assume a linear format through which students accumulate substantial amounts of surface-level information, with the various pieces of that information being disconnected from each other and from larger historical contexts. In addition, such narratives are often dry and lifeless, a situation that prevents students from understanding that the study of history is an ongoing, dynamic process. Using a modern American history course as its prototype, this article proposes that student engagement and learning can be heightened if teachers incorporate the use of iconic photographs into historical studies. In addition, such images portray modern American culture, providing a lens through which students can examine the contemporary cultural mindset in which they live.

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Section: Assessing Student Learning In Units Based On the Study Of Icmentioning

confidence: 99%

The Images of Our Time: Using Iconic Photographs in Developing a Modern American History Course

Lindquist

2012

The Social Studies

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“…gov) to more recent projects such as History Now (http://www.historynow.org). When asked to create digital products such as presentations, movies, Web sites, and podcasts (i.e., learn by creating digital products available to wider audiences), students have the opportunity to organize, re-present, and make public (visualize) their understandings, allowing for more meaningful assessments of their learning, among other benefits anticipated by constructivist theory (e.g., Drake & McBride, 1997). Thomas (2000) concluded his review of the PBL literature by calling for research that offered "evidence of the effectiveness of PBL in comparison to other methods" (p. 36) as a high priority.…”

Section: Technology In History Teaching and Learningmentioning

confidence: 99%

“…In contrast, vastly different instructional strategies designed to consider problems of historical interpretation, develop analytical tools, critique sources, and learn how to construct historical interpretations (e.g., Mandell, 2008) are available to practitioners in K-12 settings. In general, they advocate increasing student achievement and enhancing the experience of learning history by promoting deeper understanding c.nd engagement in historical thinking (Caron, 2005;Ferster, Hammond, & Bull, 2006;Stearns, Seixas, & Wineburg, 2000). Theoretical frameworks such as constructivism (Brooks & Brooks, 1999: Fosnot, 2005Richardson, 2003) a::1d teaching strategies such as project-based learning (Blumenfeld, Soloway, l\1arx:, Krajcik, Guzdial, & Palincsar, 1991;Buck Institute for Education, 2003;l\1oursund, 2003) provide a conceptual structure with \Yhich to design learning experiences that can fulfi] these goals, and offer practical guidance for technology integration across the curriculum, including history in particular.…”

Section: Introduction and Purpose Of The Studymentioning

confidence: 97%

Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience

Hernández-Ramos

Paz

2009

Journal of Research on Technology in Education

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ihis article describes a study in which eighth grade students in one sch(){)llearned to create multimedia nzini-documentaries in a six-week history unit on early ]5/h -century US. history The authors exami•zed content knowledge tests, group projects, and attitude and opinicn surveys to determine relative benefits for students who participated in a technology-assisted project-based learning experience, and C?ntrasted their experiences to those ofstudents who received a more rraditionalform of instruction. Resut'ts ftom content knowledge measures showed significant gains fi-r students in the project-basedlearning condition as compared to students in the comparison school. Students' work in the intervention condition also revealed growth in their historical thinking skills, as many were able to grasp a fundamental understanding that history is more than presentingfocts. Implications and suggestions for technology-enhanced project-based learning experiences are indicated (Keywords: multimedia a 'esign, project-based learning, historical thinking, social studies teaching, technology integration.)

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“…Berdasarkan pendekatan Understanding by Design, sebelum menentukan langkah-langkah pembelajaran, guru terlebih dahulu memastikan tujuan pembelajaran dan asesmennya. Hal ini membuktikan bahwa asesmen menjadi bagian yang sangat penting bagi untuk memastikan ketercapaian tujuan pembelajaran (Drake & McBride, 1997;Edmunds, 2006;Munazar & Qomarudin, 2021).…”

Section: Hasil Dan Pembahasan Kedudukan Dan Jenis Asesmen Pada Kuriku...unclassified

The Assesment of History Learning in Implementation of Kurikulum Merdeka

Armiyati,

Agung

2023

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History learning includes three activities, namely planning, implementation and assessment. However, history teachers tend to be more concerned with planning and implementation, while the assessment aspect is considered less important. In the Kurikulum Merdeka, assessment is an activity that is as important as learning, even the official guidelines are entitled "Learning and Assessment Guidelines". This article aims to analyze how history learning is assessed in the implementation of the independent curriculum. The method used is literature study, namely analyzing books, articles, guidelines and regulations related to assessment and the Kurikulum Merdeka. Assessment in the Kurikulum Merdeka uses formative and summative assessments. Formative assessments are carried out at the beginning and middle of learning, while summative assessments are carried out at the end of learning. The purpose of formative assessment is to improve the quality of learning, while summative determines the student's final grade. History learning in the Kurikulum Merdeka has several strands or skills which are also elements of learning outcomes. In preparing a history learning assessment, the teacher first determines the skills/strands and learning objectives, then decides on the form and technique of the relevant instruments. Determination of assessments needs to look at student characteristics so that student-centered learning can truly be implemented. Forms of instruments that can be used other than multiple choice are open questions, essay writing, and projects or investigations. The instrument technique can use checklist guidelines, point systems, and assessment rubrics

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Reinvigorating the Teaching of History through Alternative Assessment

Cited by 9 publications

References 0 publications

The Images of Our Time: Using Iconic Photographs in Developing a Modern American History Course

The Images of Our Time: Using Iconic Photographs in Developing a Modern American History Course

Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience

The Assesment of History Learning in Implementation of Kurikulum Merdeka

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