History Assessments of Thinking: A Validity Study

Autor/inn/en	Smith, Mark; Breakstone, Joel; Wineburg, Sam
Titel	History Assessments of Thinking: A Validity Study
Quelle	In: Cognition and Instruction, 37 (2019) 1, S.118-144 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Mark) ORCID (Breakstone, Joel) ORCID (Wineburg, Sam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2018.1499646
Schlagwörter	History; History Instruction; Thinking Skills; Multiple Choice Tests; Protocol Analysis; High School Students; Cognitive Processes; Student Evaluation; Validity; Test Items; Item Analysis; Evaluation Methods + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; History lessons; Geschichtsunterricht; Denkfähigkeit; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Cognitive process; Kognitiver Prozess; Schulnote; Studentische Bewertung; Gültigkeit; Test content; Testaufgabe; Itemanalyse
Abstract	This article reports a validity study of History Assessments of Thinking (HATs), which are short, constructed-response assessments of historical thinking. In particular, this study focuses on aspects of cognitive validity, which is an examination of whether assessments tap the intended constructs. Think-aloud interviews with 26 high school students were used to examine the thinking elicited by 8 HATs and multiple-choice versions of these tasks. Results showed that although both HATs and multiple-choice items tapped historical thinking processes, HATs better reflected student proficiency in historical thinking than their multiple-choice counterparts. Item format also influenced the thinking elicited, with multiple-choice items eliciting more instances of construct-irrelevant reasoning than the constructed-response versions. Implications for history assessment are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01