TITLE

Assessments and Standards: The Case of History

AUTHOR(S)
Rabb, Theodore K.
PUB. DATE
November 2007
SOURCE
Education Week;11/28/2007, Vol. 27 Issue 13, p36
SOURCE TYPE
Periodical
DOC. TYPE
Editorial
ABSTRACT
The author focuses history education and the kinds of assessment that work best to evaluate student proficiency. The article uses six imaginary history classrooms in which each teacher focuses on different aspects of U.S. history through 1900 to show that flexibility should be considered a factor in assessment. It is noted that multiple-choice exams are inadequate for history and that there is not a single correct method for teaching the subject.
ACCESSION #
27817412

 

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