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.authorHardy, Angela
dc.contributor.authorIwatani, Emi
dc.date.accessioned2021-01-28T16:56:21Z
dc.date.available2021-01-28T16:56:21Z
dc.date.issued2021-01
dc.description.abstractDigital 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.sponsorshipGates Venturesen_US
dc.identifier.urihttp://hdl.handle.net/20.500.12265/113
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.subjectconstruct validityen_US
dc.titleRubrics for Examining Historical Thinking Skills in High School World History Activities and Student Work: Construct Validity Evidence from the Literatureen_US
dc.typeWorking Paperen_US

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