Publication: Primary and Secondary School Teachers' Perception of the Assessment of Historical Knowledge and Skills Based on Classroom Activities and Exercises
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Date
2022-05-26
Authors
Trigueros-Cano, Francisco Javier ; Molina Saorín, Jesús ; López-García, Alejandro ; Álvarez- Martínez-Iglesias, José María
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Publisher
Frontiers Media S.A.
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DOI
https://doi.org/10.3389/feduc.2022.866912
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info:eu-repo/semantics/article
Description
© 2022 Frontiers Media.
This document is the published version of a published work that appeared in final form in Frontiers in Education
This document is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0
To access the final edited and published work see: https://doi.org/10.3389/feduc.2022.866912
Abstract
The aim of this paper is to identify the most suitable activities and exercises for the development of historical knowledge and skills and their subsequent evaluation. On this basis, a quantitative study has been carried out among primary and secondary school teachers in several Spanish regions in which their perception of what types of exercises and activities (of those proposed in their History or Social Science classes) are most suitable for assessing the historical knowledge and skills that students are expected to acquire has been extracted. The results show that exercises involving the interpretation of texts and images which require students to think about and apply the historical knowledge acquired are very useful, as are questions which seek historical explanation and causal reasoning; however, objective tests (multiple-choice tests, linking dates with events, etc.) or short questions about historical events or characters are not considered to be very suitable for the adequate development of historical knowledge and, therefore, of historical competences. Broadly speaking, it is recommended that this line of research be continued so that other authors can replicate these findings, deepening their knowledge of these instruments, whose didactic commitment could serve as an argument in the face of the excessive time pressure faced by today’s teachers.
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Citation
Frontiers in Education, 7, 2022
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