Activities to Support Rich Learning: Assessing Progression in Social Studies

Autor/inn/en	Sasse, Samantha; Wood, Bronwyn
Titel	Activities to Support Rich Learning: Assessing Progression in Social Studies
Quelle	In: set: Research Information for Teachers, (2017) 3, S.20-25 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0110-6376
Schlagwörter	Social Studies; Teaching Methods; Learning Activities; Concept Formation; Instructional Effectiveness; Citizen Participation; Learning Processes; Thinking Skills; Inquiry; Foreign Countries; Scoring Rubrics; Student Attitudes; Task Analysis; Values; Social Problems; Measures (Individuals); Elementary Secondary Education; New Zealand + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Concept learning; Begriffsbildung; Unterrichtserfolg; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Learning process; Lernprozess; Denkfähigkeit; Ausland; Scoring formulas; Auswertungsbogen; Schülerverhalten; Aufgabenanalyse; Wertbegriff; Social problem; Soziales Problem; Messdaten; Neuseeland
Abstract	Developing activities which are effective in assessing what counts in social studies and showing progress is challenging for social-studies teachers. In this article, we explore the three dimensions of the social studies learning area which were identified in the Nature of Social Studies (NSS) scale developed by the National Monitoring Study of Student Achievement (NMSSA) 2014 study: conceptual understandings, exploring values and perspectives and active participation in society. A deeper analysis of one assessment activity (the Graffiti task) illustrates student learning across these three dimensions and provides opportunities to deepen learning through encouraging higher-order thinking. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01