Score only the subset of rubric dimensions matching the instructional focus¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report states it is OK, and sometimes better, to use only a subset of dimensions. For example, if one is primarily interested in improving opportunities for students to employ causal reasoning, it could be reasonable to focus only on A2. This makes the twelve-dimension toolkit manageable for focused inquiry questions about specific historical thinking practices.

Design Implications¶

Context¶

Requirements¶

• A clear focal question or improvement goal to select the relevant dimension(s).

Constraints¶

• Different activities have different purposes, and it is rare for a single assignment to encompass all dimensions of historical thinking.

Target Learners¶

• high school world history teachers
• researchers
• professional learning experts

Target Learning Goals¶

• evaluating opportunities for specific historical thinking practices

Affordances¶

• Historical Thinking Six Dimension Framework

Related Strategies¶

Examples¶

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Key Sources¶

• Hardy, A., Iwatani, E., Means, B., & Seylar, J. (2023). Rubrics for examining historical thinking skills in high school world history activities and student work. Digital Promise. (Original work published 2021). https://doi.org/10.51388/20.500.12265/111