Month: April 2020

Part XI of The Current State of Assessing Historical Thinking: Conclusions

In the last part, described the difficulties of assessing historical thinking. Now, I will make some conclusions over the entire article series. Conclusion Considering educators did not treat historical thinking seriously until the mid- to late-1990s, there has been an impressive amount of research in how we measure and define historical thinking, on what data can be lifted from research experiments, and in how inquiry motivates students to succeed. In this literature analysis, I found …

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Part X of The Current State of Assessing Historical Thinking: Why Is It Difficult to Assess Historical Thinking and Inquiry Based Learning?

In the last part of this article series I described how National History Day motivates students through inquiry assessment. Now, I will answer the following question; Why is it difficult to assess historical thinking and inquiry based learning? Also, I will describe how a study over German students ability to think exemplifies the difficult of assessing inquiry. It is laborious to measure students’ cognitive abilities in history. When considering assessing historical thinking and inquiry, teachers …

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Part IX of The Current State of Assessing Historical Thinking: How Does National History Day Motivate Students?

In the last part of this article series, I explained how assessing inquiry can motivate students. Now, I will demonstrate how National History Day can both be used to measure students thinking and motivate them to succeed. Exemplar Article #1 David Wallace’s qualitative analysis of National History Day is an apt research study that demonstrates the power of motivation. Wallace was a professor of history at Cleveland State University in Ohio. In the mid-1980s, National …

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