Valid Assessment of Students' Use of Historical Sources. Issue 2 (1st January 2011)

• Record Type: Journal Article
• Authors: Pickles, Elisabeth
• Is Part Of: History education research journal. Volume 9:Issue 2(2010)
• Page Start: 75
• Page End: 84
• Publication Date: 2011-01-01
• Subjects: SUBSTANTIVE KNOWLEDGE -- EVIDENCE -- SOURCES -- EMPATHY -- REASONING -- ASSESSMENT; History -- Study and teaching -- Periodicals; History -- Research -- Periodicals; 907
• DOI: 10.18546/HERJ.09.2.09
• Languages: English
• ISSNs: 2631-9713

Abstract

Abstract : This paper arises from research into relationships between substantive knowledge and the use of historical sources by secondary school students in England. The research involved presenting an evidence task to 164 students in which they were asked to draw conclusions from seven sources about Cromwell's motives for supporting the execution of Charles I. Inductive analysis suggested that conceptual understandings of substantive issues, as well as disciplinary understandings relating to evidence and empathy, played an important part in students' uses of the sources. Thus valid assessment needs to take account of a range of understandings and also the nature of the reasoning employed.