Rubrics on Historical Thinking Skills for Assignments and Student Work: Initial Validity Evidence

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dc.contributor.authorIwatani, Emi
dc.contributor.authorMeans, Barbara
dc.contributor.authorSeylar, John
dc.contributor.authorHardy, Angela
dc.date.accessioned2021-01-27T22:01:10Z
dc.date.available2021-01-27T22:01:10Z
dc.date.issued2021-01
dc.description.abstractDigital Promise sought to create and validate two sets of Historical Thinking Skills rubrics for use in its evaluation of Gates Ventures’ World History Project (WHP) curriculum: one for evaluating teacher-assigned activities, and another for evaluating the student work those activities produced. 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 to inform rubric design, then piloted the draft rubrics to test their validity by having expert world history teachers score a sample of world history assignments and associated student work and provide feedback on the rubrics and scoring process. We found that scores that trained raters assigned to activities and student work were generally consistent across scorers, and scorer feedback indicated that the rubrics did indeed measure valuable historical thinking skills. Based on an analysis of rubric scores and scorer feedback, our team revised the draft rubrics to their final form.en_US
dc.description.sponsorshipGates Venturesen_US
dc.identifier.urihttp://hdl.handle.net/20.500.12265/112
dc.language.isoen_USen_US
dc.publisherDigital Promiseen_US
dc.subjectrubricen_US
dc.subjectworld historyen_US
dc.subjectsocial studiesen_US
dc.subjecthistorical thinking skillsen_US
dc.subjectvalidityen_US
dc.titleRubrics on Historical Thinking Skills for Assignments and Student Work: Initial Validity Evidenceen_US
dc.typeLearning Objecten_US

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