Am I using this assessment for the purpose for which it was intended?
Chapter 19 of the History-Social Science Framework describes how assessment of student proficiency in history-social science can be a powerful tool to deepen student understanding of specific content and develop literacy, analytical thinking, and civic participation skills. Precisely because there currently is not a state-mandated test in history-social science, teachers can challenge the traditional belief that assessment is useful only as a yardstick for measuring student mastery of specific facts. Instead, they can develop purposeful assessment practices that guide instruction, improve student learning, and develop discipline-specific thinking skills.
To support teachers in this transition, Chapter 19 includes several useful tools and ideas:
- Assessment cycles and purposes (pg. 483)
- The key dimensions of assessment for learning and of learning (pg. 482)
- Types and uses of assessments (pg. 486-488)
- Formative assessment in history-social science (pg. 489)
- Questions that formative assessment can answer (pg. 493)
- Example of formative assessment (pg. 496-497)
- Interim and benchmark assessment (pg. 498)
- Developing rubrics (pg. 499)
- Feedback and teacher feedback (pg. 501)
- Peer feedback and self-assessment (pg. 19)
- Connecting history-social science to current state assessments (pg. 506)