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Title: Rethinking Evidence: Assessment in the History Discipline in Australian Universities
Contributor(s): Nye, Adele  (author)orcid 
Publication Date: 2015
DOI: 10.1007/978-3-319-10482-9_6
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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.
Publication Type: Book Chapter
Source of Publication: Global Innovation of Teaching and Learning in Higher Education: Transgressing Boundaries, p. 91-104
Publisher: Springer
Place of Publication: Heidelberg, Germany
ISBN: 9783319104829
Fields of Research (FoR) 2008: 130202 Curriculum and Pedagogy Theory and Development
130103 Higher Education
Fields of Research (FoR) 2020: 390102 Curriculum and pedagogy theory and development
390303 Higher education
Socio-Economic Objective (SEO) 2008: 930201 Pedagogy
930101 Learner and Learning Achievement
Socio-Economic Objective (SEO) 2020: 160302 Pedagogy
HERDC Category Description: B1 Chapter in a Scholarly Book
Series Name: Professional Learning and Development in Schools and Higher Education
Series Number : 11
Editor: Editor(s): Prudence C Layne and Peter Lake
Appears in Collections:Book Chapter
School of Education

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