000			02058nam a22003858i 4500
001			BDZ0023801255
003			StDuBDS
005			20241016160115.0
008			150203s2015 enka f 001|0|eng|d
020			_a9781138018273 (pbk.) : _c29.99
040			_aStDuBDS _beng _cStDuBDS _dStDuBDSZ _erda
050		0	_aD16.25 _b.N725 2015
072		7	_aHIS _2ukslc
082	0	4	_223
245	0	0	_aNew directions in assessing historical thinking / _cedited by Kadriye Ercikan, Peter Seixas.
260			_aLondon : _bRoutledge, _c2015.
263			_a201503
300			_a294 pages : _billustrations (black and white)
336			_atext _2rdacontent
336			_astill image _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
504			_aIncludes bibliographical references and index.
520	8		_aNew technologies have radically transformed our relationship to information in general and to little bits of information in particular. The assessment of history learning, which for a century has valued those little bits as the centerpiece of its practice, now faces not only an unprecedented glut but a disconnect with what is valued in history education. More complex processes - historical thinking, historical consciousness or historical sense making - demand more complex assessments. For this volume, Kadriye Ercikan and Peter Seixas have assembled an international array of experts who have, collectively, moved the fields of history education and assessment forward. Their various approaches negotiate the sometimes-conflicting demands of theoretical sophistication, empirically demonstrated validity, and practical efficiency.
650		0	_aHistory _xStudy and teaching.
650		0	_aCritical thinking.
650		0	_aReflective learning.
650		0	_aLearning _xPhilosophy.
650		0	_aEducational evaluation.
650		0	_aEducational tests and measurements.
650		7	_aHistory. _2ukslc
700	1		_aErcikan, Kadriye, _eeditor.
700	1		_aSeixas, Peter C., _d1947- _eeditor.
942			_2ddc
999			_c90045 _d90045