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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