A Place for Individual Enquiry? Why We Would Miss Controlled Assessments in History

Autor/inn/en	Fowle, Mark; Egelnick, Ben
Titel	A Place for Individual Enquiry? Why We Would Miss Controlled Assessments in History
Quelle	In: Teaching History, (2013) 152, S.32-40 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0610
Schlagwörter	Stellungnahme; History Instruction; Investigations; Teaching Methods; Educational Practices; Educational Strategies; Conflict; Competency Based Education; Lesson Plans; Discussion (Teaching Technique); Performance Based Assessment; Conflict Resolution; Historical Interpretation; Secondary Education; Foreign Countries; European History; United Kingdom + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Untersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie; Konflikt; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lesson planning; Unterrichtsplanung; Leistungsermittlung; Conflict solving; Konfliktlösung; Konfliktregelung; Historische Interpretation; Sekundarbereich; Ausland; Großbritannien
Abstract	Most history teachers will, at some point, recognise the tension between teaching an engaging history course while at the same time meeting the requirements of an exam specification. Mark Fowle and Ben Egelnick reflect here on how they approached teaching a formal requirement of an exam specification. Rather than see "controlled assessment" in a narrow sense, they argue for a wider interpretation of controlled assessment tasks that allow for sophisticated historical investigation. In doing so, they raise concerns about what might be lost if controlled assessment disappears from exam specifications in future years. (As Provided).
Anmerkungen	Historical Association. 59a Kennington Park Road, London, SE11 4JH, UK. Tel: +44-300-100-0223; Fax: +44-20-7582-4989; e-mail: enquiries@history.org.uk; Website: http://www.history.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01