Measuring History complements the cases presented in Wise Social Studies Practices (Yeager a Davis, 2005). Yeager and Davis highlight the rich and ambitious teaching that can occur in the broad context of state-level testing. In this book, the chapter authors and I bring the particular state history tests more to the fore and examine how teachers are responding to them. At the heart of Measuring History are cases of classroom teachers in seven states (Florida, Kentucky, Michigan, New York, Texas, Mississippi, and Virginia) where new social studies standards and new, and generally high-stakes, state-level history tests are prominent. In these chapters, the authors describe and analyze the state's testing efforts and how those efforts are being interpreted in the context of classroom practice. The results both support and challenge prevailing views on the efficacy of testing as a vehicle for educational reform. Catherine Horn (University of Houston) and I lay the groundwork for the case studies through a set of introductory chapters that examine the current environment, the research literature, and the technical qualities of history tests.In particular, I focus on one component of the test, the Document-Based Question , asking what role it plays in her instruction. ... 11th grade level with the U.S. History and Government exam and added two new exams at fifth grade and eighth grade. ... source documents (e.g., charts, maps, quotations, photographs, posters, political cartoons, and textbook passages). ... Students then respond to an essay prompt for which they use the information available from the documents and theiranbsp;...
|Author||:||S. G. Grant|
|Publisher||:||IAP - 2006-01-01|