World History Project assignments scored higher on most learning opportunity rubric dimensions than other assignments¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2021 · checked against its sources 2026-10-09 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Assignments explicitly designed to support historical thinking skills (the five World History Project assignments) scored higher on the majority of learning opportunity rubrics (all but sourcing). → Iwatani 2021

Evidence¶

Iwatani 2021¶

Iwatani, E., Means, B., Seylar, J., and Hardy, A. (2021). Rubrics on historical thinking skills for assignments and student work: Initial validity evidence. Digital Promise. https://doi.org/10.51388/20.500.12265/112

q2 · i? · design · r2

Rubric pilot scoring of assignments including five World History Project lessons, reported in the summary of validity evidence and Appendix D. As the article states, "AVVignmenWV WhaW ZeUe e[SUeVvl\ deVigned WR VXSSRUW hiVWRUical Whinking VkillV ... VcRUed higheU Rn Whe majRUiW\ Rf leaUning RSSRUWXniWieV UXbUicV", meeting the team's expectation and providing further evidence the rubrics function as intended.

"AVVignmenWV WhaW ZeUe e[SUeVvl\ deVigned WR VXSSRUW hiVWRUical Whinking VkillV (namel\ Whe 5 WRUld HiVWRU\ PURjecW aVVignmenWV) VcRUed higheU Rn Whe majRUiW\ Rf leaUning RSSRUWXniWieV UXbUicV (all bXW SRXUcing)."

Discussion¶

Related Claims¶

• Trained scorers applied the historical thinking skills rubrics with good overall inter-rater consistency — related
• Scorers found all rubric dimensions important, with feedback bearing mainly on the scoring and training process rather than rubric design — related
• Scorers had difficulty distinguishing rubric scoring from everyday grading and AP scoring, and training took longer than expected — related
• Two rubric dimensions (claims and evidence, comparison) showed low inter-scorer consistency in the pilot — related
• Rubric scoring supports answering diagnostic questions about opportunities for and evidence of historical thinking — a broader claim this one bears on
• An evaluation of the World History Project detected no statistically significant difference from comparison students in the other five historical thinking skills — related
• World History Project does not engage students more than business-as-usual curricula on first implementation, with somewhat negative perception trends — related
• World History Project adoption increases learning opportunities for historical thinking in summative activities relative to business-as-usual curricula — possibly the same claim (merge candidate)
• Students learning from World History Project demonstrate more understanding of continuity and change over time in history than comparison students — related