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Authentic assessment in history education: Emphasising the “usefulness” of history
Halmstad University, School of Education, Humanities and Social Science.
2018 (English)In: Teaching History, Learning History, Promoting History: Papers from the Bielefeld Conference on Teaching History in Higher Education / [ed] Friederike Neumann & Leah Shopkow, Framkfurt am Main: Wochenschau Verlag , 2018, p. 65-76Chapter in book (Refereed)
Abstract [en]

As part of the so-called Bologna Process, syllabi in Swedish higher education have been revised and built around learning outcomes, focusing on skills and competencies, both generic and subject-specific. However, it can be questioned whether assessment practice have undergone corresponding changes.In this chapter I give examples of examination tasks set by History departments at Swedish universities and discuss to what extent they correspond with the learning outcomes for the courses. I also discuss the possibility to create "authentic assessment" tasks in order to better determine students' abilities and competencies of relevance in the field of History.

Place, publisher, year, edition, pages
Framkfurt am Main: Wochenschau Verlag , 2018. p. 65-76
Series
Wochenschau Wissenschaft
Keywords [en]
History, Teaching and learning, Higher education, Assessment
National Category
History Didactics
Identifiers
URN: urn:nbn:se:hh:diva-38004ISBN: 978-3-7344-0685-0 (print)ISBN: 978-3-7344-0686-7 (electronic)OAI: oai:DiVA.org:hh-38004DiVA, id: diva2:1248580
Available from: 2018-09-17 Created: 2018-09-17 Last updated: 2018-09-20Bibliographically approved

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Hammarlund, Karl Gunnar

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Citation style
  • apa
  • harvard1
  • ieee
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  • vancouver
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More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf