The Impact of Standards-Based Assessment on Knowledge for History Education in New Zealand

Autor/in	Ormond, Barbara Mary
Titel	The Impact of Standards-Based Assessment on Knowledge for History Education in New Zealand
Quelle	In: Assessment in Education: Principles, Policy & Practice, 26 (2019) 2, S.143-165 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2018.1432564
Schlagwörter	Foreign Countries; Academic Standards; Educational Assessment; Secondary School Students; History Instruction; Realism; Secondary School Curriculum; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; Sekundarschüler; History lessons; Geschichtsunterricht; Realismus; Neuseeland
Abstract	This paper examines how a standards-based form of assessment in operation in New Zealand has impacted upon the knowledge taught to secondary history students. The segmentation of history into assessable components along with assessment mechanisms which encourage the reduction in the number of standards being attempted has impacted upon both the breadth and range of historical content in history programmes. The reduction in knowledge is problematic as it diminishes learners' opportunities to draw connections between inter-related historical concepts from a wider knowledge base. Social realists have raised concerns about the reduced focus on knowledge in education and its effects in restricting students' development of conceptual knowledge which enables higher order, more abstract thinking. Experiences of standards-based assessment for history in New Zealand are indicative of this reductive phenomenon. In a culture of accountability, standards-based assessment, as enacted in New Zealand, may impede delivery of critical knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01