Nye, Adele

2015

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.

Global Innovation of Teaching and Learning in Higher Education: Transgressing Boundaries, p. 91-104

9783319104829

9783319104812

https://hdl.handle.net/1959.11/16476

en

Springer

Professional Learning and Development in Schools and Higher Education

1

Rethinking Evidence: Assessment in the History Discipline in Australian Universities

Book Chapter

Publication