Thinking Historically: a Formative Assessment Strategy

Thinking Historically: a Formative Assessment Strategy

Through historical thinking, history is a science that gives meaning to sources and events and raises historical awareness. Elementary school students’ results in historical understanding are very low. The aim of this research was to design a formative assessment strategy to develop and assess the s...

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Prif Awduron: Méndez Lozano, Sergio Manuel, Tirado Segura, Felipe
Fformat: Online
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Cyhoeddwyd: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2016
Mynediad Ar-lein:https://redie.uabc.mx/index.php/redie/article/view/943
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spelling redie-article-9432020-12-14T19:29:31Z Thinking Historically: a Formative Assessment Strategy Pensar históricamente: una estrategia de evaluación formativa Méndez Lozano, Sergio Manuel Tirado Segura, Felipe pensar históricamente conciencia histórica evaluación formativa Through historical thinking, history is a science that gives meaning to sources and events and raises historical awareness. Elementary school students’ results in historical understanding are very low. The aim of this research was to design a formative assessment strategy to develop and assess the substantive and procedural concepts involved in historical thinking. The strategy was implemented in four teams made up of three students with different levels of knowledge. Feedback was provided using validated rubrics across five time periods, as provided by the history syllabus for the second year of junior high school. The results show a progression of ideas for each procedural concept while using the strategy, and therefore it is concluded that it was a useful tool for achieving the planned objective. La historia es una ciencia que, mediante el pensar históricamente, brinda significado a las fuentes y eventos para generar conciencia histórica. Los resultados que muestran los estudiantes de educación básica en comprensión histórica son muy bajos. El objetivo de este trabajo fue diseñar una estrategia de evaluación formativa para desarrollar y evaluar los conceptos sustantivos y procedimentales del pensar históricamente; la estrategia se implementó en cuatro equipos formados por tres estudiantes que presentaban distinto nivel de conocimiento. Se brindó retroalimentación mediante el uso de rúbricas validadas a lo largo de cinco períodos históricos, señalados por el programa de historia para segundo grado de secundaria. Los resultados muestran una progresión de ideas para cada concepto procedimental a lo largo de la estrategia, por lo que se concluye que fue útil para el objetivo que fue creada. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2016-05-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/943 Revista Electrónica de Investigación Educativa; Vol. 18 No. 2 (2016) Revista Electrónica de Investigación Educativa; Vol. 18 Núm. 2 (2016) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/943/1357 https://redie.uabc.mx/index.php/redie/article/view/943/1444 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Méndez Lozano, Sergio Manuel
Tirado Segura, Felipe
spellingShingle Méndez Lozano, Sergio Manuel
Tirado Segura, Felipe
Thinking Historically: a Formative Assessment Strategy
author_facet Méndez Lozano, Sergio Manuel
Tirado Segura, Felipe
author_sort Méndez Lozano, Sergio Manuel
title Thinking Historically: a Formative Assessment Strategy
title_short Thinking Historically: a Formative Assessment Strategy
title_full Thinking Historically: a Formative Assessment Strategy
title_fullStr Thinking Historically: a Formative Assessment Strategy
title_full_unstemmed Thinking Historically: a Formative Assessment Strategy
title_sort thinking historically: a formative assessment strategy
description Through historical thinking, history is a science that gives meaning to sources and events and raises historical awareness. Elementary school students’ results in historical understanding are very low. The aim of this research was to design a formative assessment strategy to develop and assess the substantive and procedural concepts involved in historical thinking. The strategy was implemented in four teams made up of three students with different levels of knowledge. Feedback was provided using validated rubrics across five time periods, as provided by the history syllabus for the second year of junior high school. The results show a progression of ideas for each procedural concept while using the strategy, and therefore it is concluded that it was a useful tool for achieving the planned objective.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2016
url https://redie.uabc.mx/index.php/redie/article/view/943
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