The History Teacher invites papers on topics related to learning objectives and assessment in K-16 history classrooms for a special issue to run in 2016.
Learning objectives and assessment models can offer considerable potential for helping educators understand, deliver, improve, and judge the effectiveness of history teaching and learning. In recent years, we have seen a surge in new and revised assessment models in history education including, Common Core’s Literacy Standards for History/Social Studies, the recent extensive redesign of the Advanced Placement courses, the creation of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards, and the American Historical Association’s Tuning Project.
This special issue seeks to explore new and revised history instruction models and raise questions about the role of learning objectives and assessment in history education. The special issue welcomes papers related but not limited to:
- Contemporary Views of Assessment in History Classrooms
- New Approaches, Methods & Techniques in Evaluation and Assessment
- Learning Outcomes, Curriculum Design & Evaluation
- The Reliability of Assessment in History Education
The History Teacher is the most widely recognized journal in the United States supporting all areas of history education, pre-collegiate through university-level, with practical and insightful professional analyses of both traditional and innovative teaching techniques. The History Teacher is one of the key journals in the field of history education and research.
Manuscripts are due by November 15, 2015.
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Long Beach, CA 90840-1601
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