Beyond the Bubble in History/Social Studies Assessments

Autor/inn/en	Breakstone, Joel; Smith, Mark; Wineburg, Sam
Titel	Beyond the Bubble in History/Social Studies Assessments
Quelle	In: Phi Delta Kappan, 94 (2013) 5, S.53-57 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
Schlagwörter	State Standards; Academic Standards; History Instruction; Social Studies; Thinking Skills; Critical Thinking; Inferences; Educational Needs; Alignment (Education); Persuasive Discourse; Perspective Taking; Content Analysis; Primary Sources; Educational Change; Multiple Choice Tests + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Gemeinschaftskunde; Denkfähigkeit; Kritisches Denken; Inference; Inferenz; Educational need; Bildungsbedarf; Persuasion; Persuasive Kommunikation; Zukunftsperspektive; Inhaltsanalyse; Primärquelle; Bildungsreform; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	Teachers need tools and assessments that will prepare students to meet the ambitious goals laid out by the Common Core State Standards. The multiple-choice tests that dominate in history will not prepare students to analyze primary and secondary sources, cite textual evidence to support arguments, consider the influence of an author's perspective, corroborate different sources, or develop written historical arguments. The Stanford History Education Group has created a series of assessments, History Assessments of Thinking, known as HATs, that address this issue and are freely available on a new website (beyondthebubble.stanford.edu). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10