Celine Oon

Curriculum Planning and Development Division, Ministry of Education (Singapore)

Developing Formative Assessments on Evidence for Pre-University History

"Pre-University History teachers often use A-Level History examination questions and general formative assessment strategies (e.g. questioning and student reflection) as formative assessments. Such approaches to formative assessment provide limited information about students’ understanding of historical concepts and skills to inform teaching and learning. This article outlines the process of developing a formative assessment that assess students’ understanding of historical evidence. It uses ideas from the Stanford History Education Group’s Historical Assessments of Thinking and the affordances of the Singapore Student Learning Space to expand the range of formative assessment tools available to teachers. The use of short assessments designed to make students’ thinking visible provides teachers with valuable and timely information on students’ learning to inform their teaching for deeper historical understanding."

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An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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