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The Assessment Triangle: Cognition
Cognition: What Model of Student Thinking Is Being Assessed? Any strong assessment begins with a clear model of cognition. In history education, that means moving beyond broad labels or instructions—like “analyze the source” “think critically about this source”—and getting much more precise about what students are actually doing when they think historically. The assessment tasks…
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Blog: Breaking Down The Guideposts, Or at least a few
Breaking down the guideposts, or at least a few This is the assessment triangle. It emphasizes the importance of coherence between what is being assessed, as in what aspect of cognition or thinking, how that cognition will be observed, and how resulting data will be interpreted. In a history classroom that emphasizes an understanding of…
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Blog: The Starting Point – The First Thanksgiving
The Starting Point – The First Thanksgiving When beginning to draft the first Canadian History Assessments of Thinking, the most obvious space to explore for inspiration was the Stanford History Education Group’s (now Digital Inquiry Group) Beyond the Bubble Assessments. A collection of “140 easy-to-use assessments that measure students’ historical thinking rather than recall of…
To the Past
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