Development of Rubrics to Measure Historical Thinking in World History Classroom Assignments and Student Work

• In Event: Critical Issues in Social Studies Teaching and Learning

Abstract

We developed two sets of historical thinking skill rubrics to support an evaluation of a high school world history curriculum. One set measures opportunities for students to learn historical thinking skills from classroom activities, while the other measures the extent to which students successfully demonstrated those skills in their work. An evidence centered design type approach informed rubric development and we collected initial validity evidence. We found evidence that our rubrics measure valuable historical thinking skills and can be used consistently across trained scorers. We share design considerations, validity evidence, final form rubrics and implications for research and practice.

Authors

• Angela Marie Hardy, Digital Promise

• Emi Iwatani, Digital Promise

• John Seylar, Digital Promise

• Barbara M. Means, Digital Promise