The Development of Historical Thinking Assessment to Examine Students' Skills in Analyzing the Causality of Historical Events

Autor/inn/en	Ofianto; Aman; Ningsih, Tri Zahra; Abidin, Nur Fatah
Titel	The Development of Historical Thinking Assessment to Examine Students' Skills in Analyzing the Causality of Historical Events
Quelle	In: European Journal of Educational Research, 11 (2022) 2, S.609-619 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ofianto) ORCID (Aman) ORCID (Ningsih, Tri Zahra) ORCID (Abidin, Nur Fatah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	High School Seniors; History Instruction; Thinking Skills; Student Evaluation; Critical Thinking; Inquiry + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Denkfähigkeit; Schulnote; Studentische Bewertung; Kritisches Denken
Abstract	This research aimed to develop a historical thinking assessment for students' skills in analyzing the causality of historical events. The development process of Gall and colleagues and Rasch analysis models were used to develop an assessment instrument consisting of two processes, including the analysis of the framework of cause and consequence, the validity, reliability, and difficultness test. This research involved 150 senior high school students, with data collected using the validation sheet, tests, and scoring rubric. The results were in the form of an essay test consisting of six indicators of analyzing cause and consequence. The instruments were valid, reliable, and suitable for assessing students' skills in analyzing the causality of historical events. The developed instruments were paired with a historical thinking skills assessment to improve the accuracy of the information about students' level of historical thinking skills in the learning history. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01