Rubrics for Examining Historical Thinking Skills in High School World History Activities and Student Work: Construct Validity Evidence from the Literature

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dc.contributor.author Hardy, Angela
dc.contributor.author Iwatani, Emi
dc.date.accessioned 2021-01-28T16:56:21Z
dc.date.available 2021-01-28T16:56:21Z
dc.date.issued 2021-01
dc.identifier.uri http://hdl.handle.net/20.500.12265/113
dc.description.abstract Digital Promise sought to create and validate historical thinking skills rubrics for use in its evaluation of Gates Ventures’ World History Project (WHP) curriculum. Adopting a principled assessment development approach called Evidence Centered Design (Mislevy et al., 2003), the Digital Promise team began by conducting an academic literature review. In this paper, we elaborate on how the literature on history education and historical thinking skills informed rubric design, including details of what it says about: how historical thinking skills have been defined in the literature; what dimensions of historical thinking used in national frameworks and standards; convergences of concepts across multiple frameworks and standards, and evidence on the progression of historical thinking skills. The results of this literature review led to the creation of two sets of historical thinking skills rubrics, one for evaluating teacher-assigned activities, and another for evaluating the student work those activities produced (presented in Iwatani, Hardy, Means, & Seylar, 2021 with additional validity evidence described in Iwatani, Means, Seylar, & Hardy, 2021). en_US
dc.description.sponsorship Gates Ventures en_US
dc.language.iso en_US en_US
dc.publisher Digital Promise en_US
dc.subject rubric en_US
dc.subject world history en_US
dc.subject social studies en_US
dc.subject historical thinking skills en_US
dc.subject construct validity en_US
dc.title Rubrics for Examining Historical Thinking Skills in High School World History Activities and Student Work: Construct Validity Evidence from the Literature en_US
dc.type Working Paper en_US


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