ERIC Number: EJ1341576
Record Type: Journal
Publication Date: 2022
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2165-8714
EISSN: N/A
The Development of Historical Thinking Assessment to Examine Students' Skills in Analyzing the Causality of Historical Events
European Journal of Educational Research, v11 n2 p609-619 2022
This research aimed to develop a historical thinking assessment for students' skills in analyzing the causality of historical events. The development process of Gall and colleagues and Rasch analysis models were used to develop an assessment instrument consisting of two processes, including the analysis of the framework of cause and consequence, the validity, reliability, and difficultness test. This research involved 150 senior high school students, with data collected using the validation sheet, tests, and scoring rubric. The results were in the form of an essay test consisting of six indicators of analyzing cause and consequence. The instruments were valid, reliable, and suitable for assessing students' skills in analyzing the causality of historical events. The developed instruments were paired with a historical thinking skills assessment to improve the accuracy of the information about students' level of historical thinking skills in the learning history.
Descriptors: High School Seniors, History Instruction, Thinking Skills, History, Student Evaluation, Critical Thinking, Inquiry
Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A