التفاصيل البيبلوغرافية
| العنوان: |
Shifts in Knowledge Teaching: The unexpected consequences of assessment practices on secondary history. |
| المؤلفون: |
Ormond, Barbara |
| المصدر: |
Pacific-Asian Education Journal; 2011, Vol. 23 Issue 1, p5-21, 17p |
| مصطلحات موضوعية: |
HISTORY education, CURRICULUM-based assessment, EDUCATIONAL standards, PEDAGOGICAL content knowledge, KNOWLEDGE base |
| مستخلص: |
This article considers how and why knowledge in the discipline of history has undergone significant shifts as a result of the introduction of a standards-based form of assessment. Knowledge expectations have shifted surreptitiously, without deliberate intent and without the changes being formalised in documentation. In examining these shifts, consideration is given to the complex interplay between knowledge teaching, a 'skills-based' assessment system, and the political and administrative forces that have influenced these transformations. Specific decisions concerning standards development and examination processes, along with the uneasy relationship between 'prescribed' knowledge and assessment have, over the past decade, increasingly driven selections on the knowledge that should be taught and the knowledge that can strategically be left out of programmes, indicating an overall trend towards reduced breadth of knowledge. [ABSTRACT FROM AUTHOR] |
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