Six-dimension taxonomy of historical thinking skills for assessment¶

Theory · All theories
Evidence · 5 claims (3 for, 2 mixed) · 1 study (1 design), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

A taxonomy of six historical thinking skill assessment targets derived from a thorough literature review of how historical thinking skills were conceptualized by academics and educators, plus review of four leading high school history standards/frameworks. As the article states, "A WhRURXgh liWeUaWXe UeYieZ and UeYieZ Rf 4 leading high VchRRl hiVWRU\ VWandaUdV/ fUameZRUkV VXSSRUWed WheVe aVVeVVmenW WaUgeWV." The targets are historical argumentation (claims, evidence, consideration of possible objections), historical causation, comparison, contextualization, continuity and change over time, and sourcing. Each dimension is operationalized on a 0-3 progression rubric for both activity opportunities and student work outcomes.

Design Implications¶

Context¶

Requirements¶

• Derived from literature review and standards review to support the appropriateness and comprehensiveness of the dimensions

Constraints¶

• Dimensions were refined based on scorer feedback during piloting; the claims and evidence dimension was substantially revised to be about historical argumentation

Target Learners¶

• High school world history students

Target Learning Objectives¶

• Historical thinking skills including argumentation, causation, comparison, contextualization, continuity and change over time, and sourcing

Claims¶

• Hts Rubrics Good Inter Rater Consistency [+M]
• Hts Rubrics Low Consistency Claims Evidence Comparison [~M]
• Whp Assignments Scored Higher Opportunity Rubrics [+M]
• Scorers found all rubric dimensions important, with feedback bearing mainly on the scoring and training process rather than rubric design [+W]
• Scorers had difficulty distinguishing rubric scoring from everyday grading and AP scoring, and training took longer than expected [~W]

Related Theories¶

• Hts Activity Rubrics A1 A6
• Hts Student Work Rubrics S1 S6
• Six-dimension framework of historical thinking skills for high school world history

Examples¶

• Four-level (0-3) Historical Thinking Skills rubrics for scoring teacher activities and student work

Key Sources¶

• 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