Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/16476
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
Handle Link: https://hdl.handle.net/1959.11/16476
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
9783319104812
Field of Research (FOR): 130202 Curriculum and Pedagogy Theory and Development
130103 Higher Education
HERDC Category Description: B1 Chapter in a Scholarly Book
Series Name: Professional Learning and Development in Schools and Higher Education
Series Number : 11
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Appears in Collections:Book Chapter
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