In this article, the authors tackle the tension between a fact-based civics test and inquiry-based teaching and learning. The authors begin with a short history on the civics test and the new standards in Kentucky before turning their attention to one approach to the civics test using an Inquiry Design Model (IDM) inquiry--"Does the civics…

Posits that historical details can lend credibility, spark interest, and establish context for elementary history instruction. Argues, however, that teachers must distinguish between factual details and major historical developments. Suggests textbooks, mastery learning pressures, and test construction practices contribute to the inappropriate use…

Explores the content of the Iowa Test of Basic Skills (ITBS) and describes similarities between the ITBS and the National Council for the Social Studies (NCSS) standards. Addresses three NCSS standards and how each may be represented on a standardized test. Provides eight confidence-boosting principles. (CMK)

Discusses concerns about and reaction to student test scores. Questions the nature of a national test for social studies. Asks whether students can be tested in groups as a means of performance assessment and whether such testing instruments can and should replace traditional testing in social studies. (DK)

Reports on a study of the free response essays in the Advance Placement U.S. history test from 1963-92. Asserts that there were four significant transition years: 1964, 1965, 1973, and 1976 and predicts another in 1994. Presents data indicating trends toward social history, cultural pluralism, and economic/business topics. (CFR)