Grant, S. G.; Gradwell, Jill M.; Cimbricz, Sandra K.
June 2004
Journal of Curriculum & Supervision;Summer2004, Vol. 19 Issue 4, p309
Academic Journal
In this article we consider the extent to which the Document-Based Question (DBQ) on the New York State Global History and Geography exam represents an authentic task. The DBQ seems like a significant step toward authenticity, especially when compared with traditional forced-choice assessments. Drawing on the characteristics of authentic tasks as outlined by Wiggins, Newmann, and others, we conclude that the task's surface-level appeal nevertheless lies some distance from being authentic in a historical sense. We argue that the DBQ task can be made more authentic. In doing so, however, we wonder, how authentic is authentic?


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