Assessing Student Understanding in Introductory Courses: A Sample Strategy

Voelker, David J.
August 2008
History Teacher;Aug2008, Vol. 41 Issue 4, p505
Academic Journal
The article focuses on the assessment of student understanding in introductory U.S. history courses. Numerous students have the assumption that studying history translates to memorization of details and that history is clearly structured. They view historians' activities that do more than chronicle as giving out opinions. Because lectures and textbooks tend to obscure the interpretative nature of historical knowledge, history teachers could use teaching strategies that help students develop interest in emulating expert modes of historical thinking.


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