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Direct linkBreakstone, Joel – Theory and Research in Social Education, 2014
This article considers the design process for new formative history assessments. Over the course of 3 years, my colleagues from the Stanford History Education Group and I designed, piloted, and revised dozens of "History Assessments of Thinking" (HATs). As we created HATs, we sought to gather information about their cognitive validity,…
Descriptors: History Instruction, Formative Evaluation, Tests, Correlation
