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Putting History to the Test History Exams Around the World Peter Gautschi, Lindsay Gibson, Karel Van Nieuwenhuyse, Joanna Wojdon
- Format:
- Book
- Series:
- Forum Historisches Lernen
- Language:
- English
- Subjects (All):
- exam design.
- history education.
- history didactics.
- history teaching.
- assessment.
- Local Subjects:
- exam design.
- history education.
- history didactics.
- history teaching.
- assessment.
- Physical Description:
- 1 online resource (652 p.) 50 ill.
- Edition:
- 1st ed.
- Place of Publication:
- Frankfurt am Main Wochenschau Verlag 2026
- Summary:
- Exams play a major role in history education. They influence how history is taught, learned, and assessed in schools. They also reflect the knowledge, skills, and values that are identified as being most important to measure. In this book, experts from countries spanning five continents analyze 28 history exams in terms of their purposes and goals, design, the knowledge and skills they assess, and the effects they have on teaching and learning history.
- Contents:
- Peter Gautschi, Lindsay Gibson, Karel Van Nieuwenhuyse, Joanna Wojdon: Assessment Through Written Exams in History Education Heather Sharp, Louise Zarmati, Alison Bedford, David Nally (Australia): A Case Study of Two Ancient History Examinations in Australia Georg Marschnig (Austria): Choose Your Fighter! Assessing Historical Thinking in an Austrian Grammar School Karel Van Nieuwenhuyse (Belgium): The Ideal and the Reality. Historical Thinking Assessed in a Written Exam in Flemish History Education Catherine Duquette, Lindsay Gibson (Canada): The Good, the Bad, and the Ugly. The Impacts of the Quebec Provincial History Exam on Teaching and Learning History Ran Bi, Yeow-Tong Chia (China): Constrained History. Boundaries of Thought in China’s Exams Jéssica Ramírez-Achoy (Costa Rica): Social Studies and the Assessment of History Teaching. The Case of Costa Rica Katja Gorbahn (Denmark): The Danish A-Level History Exam (stx) José Montoya, María Julia Flores (El Salvador): The Evaluation of History in El Salvador’s Secondary Education System Terry Haydn (England): An Analysis of Changes to the School History Exam for 16-Year-Olds in England, 1965 to the Present Jan Löfström (Finland): The Finnish Matriculation Exam in History. Are the Exam Tasks and Assessment Criteria Aligned With Curriculum Aims? Sylvain Doussot (France): From the Text of the Exam to the Activities It Calls for. The Case of the New Baccalauréat Exam Charlotte Husemann, Markus Bernhardt (Germany): History Exams in German (Secondary) Schools. Evaluating the Gap Between Curriculum Goals and Classroom Reality Anitha Oforiwah Adu-Boahen, Charles Adabo Oppong, Prince Essiaw (Ghana): Examining Assessment Practices in Ghanaian Senior High-School History Education. Structure, Content and Stakeholder Perspectives Ágnes Fischer-Dárdai, József Kaposi, Judit Tóth (Hungary): Comparative Analysis of Requirements for the Written History Matura and the Implemented Examination Tasks Lindsay Gibson, James Miles: Historical Thinking in the IB History Exam. Central Theory or Superficial Inclusion? Roy Weintraub (Israel): Historical Thinking and Ist Limitations in Israel’s State Education Exam Akiko Utsunomiya, Nobuyuki Harada (Japan): Educational and Entrance Examination Reforms in Japan. An Analysis of History Examination Questions Sook Wie Wong (Malaysia): Unpacking the Malaysian History Exam of 2022. The Ideology of Malay Dominance and Blurring the Lines Between Civic and History Education Jannet van Drie, Tim Huijgen, Carla van Boxtel (Netherlands): The National History Exam in the Netherlands. What Should Students Understand and Be Able to Do? Barbara Ormond (New Zealand): The Complexities of Standards-Based Assessment for History in New Zealand Gulzar Ahmad (Pakistan): Dissecting the Binary View of History in Pakistan Studies Exams for Secondary and Higher Secondary Schools Joanna Wojdon, Elwira Górczak-Ulman, Włodzimierz Kowalczyk, Piotr Podemski, Wacław Suski (Poland): From Facts to Opinions. Evolution of the Polish Matura Exam in History Suhaimi Afandi, Edward Y F Tan (Singapore): From History Curriculum to Classroom. The Influence of Assessment on Teaching and Learning Practices in Singaporean Secondary Schools Johan Wassermann, Denise Bentrovato (South Africa): Source-based Work in South Africa’s Grade 12 History Examination. Between Curriculum Intentions and Summative Assessment Practices Mimi Lee, Soeun Lee (South Korea): Assessing History in South Korea’s College Scholastic Ability Test David Rosenlund, Fredrik Alvén (Sweden): Revisiting Historical Consciousness in Swedish Large-Scale Assessment. Does a Push for Reliability Affect the Content of a Large-Scale Test in History? Jasmine Steger (Switzerland): Assessment in History Education. The Case of Switzerland Peter M. Nelson, Timothy Adams (USA): An Analysis of the Advanced Placement United States History (APUSH) Exam Peter Gautschi, Lindsay Gibson, Karel Van Nieuwenhuyse, Joanna Wojdon: Putting History to the Test: Conclusions and New Directions
- Notes:
- Attribution 4.0 International CC BY 4.0 https://creativecommons.org/licenses/by/4.0/ cc
- Description based on publisher supplied metadata and other sources.
- Publisher Number:
- 9783756617609
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