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Session Type: Symposium
History tests have long focused on the recitation of names, dates, and facts. Recently, scholars across the globe have sought to develop and validate new forms of assessments that measure more complex ways of thinking and reasoning about the past. This session, which includes history education scholars from Canada, Germany, the United States, and Switzerland, will consider efforts to create new assessments of historical thinking and will detail empirical studies that address the efficacy of these new instruments. The session will also consider how countries have adopted varying approaches to history assessment and how these various initiatives might inform one another. Together, these presentations will help to inform the international conversation regarding the development of historical thinking assessments.
Pathway From NAEP to HiTCH? Measuring Competencies of Historical Thinking With Standardized Instruments - Christiane Barbara Bertram, University of Tübingen; Wolfgang Wagner, Universitat Tubingen; Ulrich Trautwein, University of Tubingen
History Assessments of Thinking: A Validity Study - Joel Breakstone, Stanford University; Sam Wineburg, Stanford University; Mark D. Smith, Stanford University
Assessing Historical Thinking With the "HiTCH Test"? Theoretical Approaches, Empirical Findings, and Future Challenges - Andreas Körber, University of Hamburg; Johannes Meyer-Hamme, University of Paderborn
Toward a Framework of International Diversity in History Assessments - Peter C. Seixas, The University of British Columbia; Kadriye Ercikan, The University of British Columbia
Assessment of Future History Teachers' Narrative Competence With Open Text Formats: Methods and Empirical Results - Monika Waldis, University of Teacher Education Northwestern Switzerland; Martin Nitsche, University of Applied Sciences of Northwestern Switzerland; Philipp Marti