Rethinking Evidence: Assessment in the History Discipline in Australian Universities

Title
Rethinking Evidence: Assessment in the History Discipline in Australian Universities
Publication Date
2015
Author(s)
Nye, Adele
( author )
OrcID: https://orcid.org/0000-0002-1603-2643
Email: anye@une.edu.au
UNE Id une-id:anye
Editor
Editor(s): Prudence C Layne and Peter Lake
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
Springer
Place of publication
Heidelberg, Germany
Edition
1
Series
Professional Learning and Development in Schools and Higher Education
DOI
10.1007/978-3-319-10482-9_6
UNE publication id
une:16713
Abstract
A study of the history discipline in Australian universities, historical thinking in higher education, revealed that history academics were particularly modest about their innovative assessment ideas and strategies. This chapter will share some of those practices, which sometimes challenge disciplinary boundaries or revamp standard methods while others entirely disrupt epistemological traditions. Examining these assessment methods confirms the broader findings of the study, which showed that engagement in historical thinking, imagination and analysis required students to be able to locate themselves in the narratives of history and to feel a sense of authentic participation in a disciplinary dialogue. At a time when national benchmarks and standards are being implemented across the sector, it is timely to remind ourselves of the value of creative and alternative assessment strategies.
Link
Citation
Global Innovation of Teaching and Learning in Higher Education: Transgressing Boundaries, p. 91-104
ISBN
9783319104829
9783319104812
Start page
91
End page
104

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