Assessments and Standards: The Case of History

Rabb, Theodore K.
November 2007
Education Week;11/28/2007, Vol. 27 Issue 13, p36
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.


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