Assessment in History and Social Sciences Classrooms: What Can We Learn From Research?

• In Event: Marriott Roundtable Session 24
  In Roundtable Session: Classroom Assessment Across the Content Areas

Abstract

This study analyses empirical investigations regarding classroom assessment in History the Social Sciences for primary and secondary students. From a systematic search in six databases, 13 studies related to the subject were reached. Results show few studies, in general with little methodological sophistication, although coming from different countries of the world. An incipient tendency to assess skills is highlighted, although there is a prevalence of assessment tasks focused on content knowledge and lower-order cognitive skills. Formative assessment is positively valued, although students’ participation in the assessment process is limited. Results highlight the need to promote new studies that allow to advance from prescriptions on how to evaluate towards empirical evidences that allow teachers to guide classroom assessment.

Authors

• Nicole Abricot, Pontificia Universidad Catolica de Chile

• Carmen Zuniga, Pontificia Universidad Catolica de Chile