History Assessments of Thinking: A Validity Study

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Abstract/Contents

Abstract: This article reports a validity study of History Assessments of Thinking (HATs), which are short, constructed-response assessments of historical thinking. In particular, this study focuses on aspects of cognitive validity, which is an examination of whether assessments tap the intended constructs. Think-aloud interviews with 26 high school students were used to examine the thinking elicited by eight HATs and multiple-choice versions of these tasks. Results showed that although both HATs and multiple-choice items tapped historical thinking processes, HATs better reflected student proficiency in historical thinking than their multiple-choice counterparts. Item format also influenced the thinking elicited, with multiple-choice items eliciting more instances of construct-irrelevant reasoning than the constructed-response versions. Implications for history assessment are discussed.

Type of resource	text
Date created	2018

Subject	assessment
Subject	historical thinking
Subject	validity
Subject	Graduate School of Education
Subject	Stanford History Education Group
Genre	Article

Location	https://purl.stanford.edu/tj409fm6721

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