logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
causality historical events historical thinking skills

The Development of Historical Thinking Assessment to Examine Students’ Skills in Analyzing the Causality of Historical Events

Ofianto , Aman , Tri Zahra Ningsih , Nur Fatah Abidin

This research aimed to develop a historical thinking assessment for students' skills in analyzing the causality of historical events. The developm.

T

This research aimed to develop a historical thinking assessment for students' skills in analyzing the causality of historical events. The development process of Gall and colleagues and Rasch analysis models were used to develop an assessment instrument consisting of two processes, including the analysis of the framework of cause and consequence, the validity, reliability, and difficultness test. This research involved 150 senior high school students, with data collected using the validation sheet, tests, and scoring rubric. The results were in the form of an essay test consisting of six indicators of analyzing cause and consequence. The instruments were valid, reliable, and suitable for assessing students’ skills in analyzing the causality of historical events. The developed instruments were paired with a historical thinking skills assessment to improve the accuracy of the information about students' level of historical thinking skills in the learning history.

Keywords: Causality, historical events, historical thinking skills.

cloud_download PDF
Cite
Article Metrics
Views
1306
Download
867
Citations
Crossref
2

Scopus
1

References

Adam, R., & Khoo, S. T. (1996). Quest: Interactive item analysis program. The Australian Council for Educational Research.

Adom, D., Mensah, J. A., & Dake, D. A. (2020). Test, measurement, and evaluation: understanding and use of the concepts in education. International Journal of Evaluation and Research in Education, 9(1), 109-119. https://doi.org/10.11591/ijere.v9i1.20457

Alcoe, A. (2015). Post hoc ergo propter hoc? using causation diagrams to empower sixth-form students in their historical thinking about cause and effect. Teaching History, (161), 6-24. https://bit.ly/3rqCCzY

Alhadabi, A., & Aldhafri, S. (2021). A Rasch model analysis of the psychometric properties of student-teacher relationship scale among middle school students. European Journal of Educational Research, 10(2), 957-973. https://doi.org/10.12973/eu-jer.10.2.957

Alifah, M., Pargito, P., & Adha, M. M. (2020). The development of test instruments based on HOTS (higher-order thinking skills) using Edmodo. IOSR Journal of Research & Method in Education, 10(6), 42-46. https://bit.ly/3Ef9cZr

Amzaleg, M., & Masry-Herzallah, A. (2021). Cultural dimensions and skills in the 21st century: The Israeli education system as a case study. Pedagogy, Culture & Society. Advance online publication. https://doi.org/10.1080/14681366.2021.1873170

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives. Longman. http://eduq.info/xmlui/handle/11515/18345

Araya, A. M. (2020). Pensamiento crítico para la vida ciudadana en educación primaria: combinando narrativa y herramientas de pensamiento [Critical thinking for civic life in elementary education: combining storytelling and thinking tools]. Revista Educación, 44(2), 23-43. https://doi.org/10.15517/revedu.v44i2.39699

Barton, K. C. (2011). History: from learning narratives to thinking historically. In W. B. Russell III (Ed.), Contemporary social studies: An essential reader (pp. 119–138). Information Age Publishing.

Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-575. https://doi.org/10.1080/0969594X.2018.1441807

Boadu, G., & Donnelly, D. J. (2020). Toward historical understanding: leveraging cognitive psychology for progression in school history. The Social Studies, 111(2), 61-73. https://doi.org/10.1080/00377996.2019.1659748

Cantor, A. D., Eslick, A. N., Marsh, E. J., Bjork, R. A., & Bjork, E. L. (2015). Multiple-choice tests stabilize access to marginal knowledge. Memory & Cognition, 43(2), 193-205. https://doi.org/10.3758/s13421-014-0462-6

Carroll, J. E. (2019). Epistemic explanations for divergent evolution in discourses regarding students' extended historical writing in England. Journal of Curriculum Studies, 51(1), 100-120. https://doi.org/10.1080/00220272.2018.1499805

Chan, N., & Kennedy, P. E. (2002). Are multiple-choice exams easier for economics students? A comparison of multiple-choice and "equivalent" constructed-response exam questions. Southern Economic Journal, 68(4), 957-971. https://doi.org/10.1002/j.2325-8012.2002.tb00469.x

Darling-Hammond, L. (2017). Developing and measuring higher-order skills: Models for state performance assessment systems. Learning Policy Institute. https://files.eric.ed.gov/fulltext/ED606777.pdf

Duquette, C. (2015). Relating historical consciousness to historical thinking through assessment. In K. Ercikan, & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 51-63). Routledge. https://doi.org/10.4324/9781315779539   

Fuller, K. (2017). Beyond reflection: Using ePortfolios for formative assessment to improve student engagement in non-majors introductory science. The American Biology Teacher, 79(6), 442-449. https://doi.org/10.1525/abt.2017.79.6.442  

Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Pearson Education, Inc.

Gestsdóttir, S. M., van Boxtel, C., & van Drie, J. (2018). Teaching historical thinking and reasoning: Construction of an observation instrument. British Educational Research Journal, 44(6), 960-981. https://doi.org/10.1002/berj.3471  

Gibson, L., & Peck, C. L. (2020). More than a methods course: Teaching preservice teachers to think historically. In C. W. Berg & T. M. Christou (Eds.), The palgrave handbook of history and social studies education. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-37210-1_10

Gómez, C. J., Solé, G., Miralles, P., & Sánchez, R. (2020). Analysis of cognitive skills in history textbook (Spain-England-Portugal). Frontiers in Psychology, 11, 1-11. https://doi.org/10.3389/fpsyg.2020.521115

Gusev, M., Kostoska, M., & Ristov, S. (2017, April). A new e-Testing platform with grading strategy on essays. In C. Patrikakis, & S. Schreiter (Eds.), 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 676-6783). Institute of Electrical and Electronics Engineers (IEEE). https://doi.org/10.1109/EDUCON.2017.7942919

Hambleton, R. K., & Swaminathan, H. (2013). Item response theory: Principles and applications. Springer Science & Business Media.

Hughes, C., Adlam, A., Happé, F., Jackson, J., Taylor, A., & Caspi, A. (2000). Good test-retest reliability for standard and advanced false-belief tasks across a wide range of abilities. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(4), 483-490. https://doi.org/10.1111/1469-7610.00633

Indah, R. N., Rohmah, G. N., & Afifuddin, M. (2020). What i know best: Assessing Indonesian student's structural knowledge through student-generated topics. European Journal of Educational Research, 9(2), 629-638. https://doi.org/10.12973/eu-jer.9.2.629

Kaipa, R. M. (2020). Multiple choice questions and essay questions in curriculum. Journal of Applied Research in Higher Education, 13(1), 16-32. https://doi.org/10.1108/JARHE-01-2020-0011

Karaoğlan Yılmaz, F. G., Üstün, A. B., & Yilmaz, R. (2020). Investigation of pre-service teachers' opinions on advantages and disadvantages of online formative assessment: An example of online multiple-choice exam. Journal of Teacher Education and Lifelong Learning, 2(1), 1-8. https://dergipark.org.tr/tr/pub/tell/issue/52517/718396

Keleşzade, G., Güneyli, A., & Özkul, A. E. (2018). Sosyal yapılandırmacı öğrenmeyi ve tarihsel düşünme becerilerini geliştirmeyi temel alan tarih öğretiminin etkililiği [Effectiveness of history teaching based on social constructivist learning and development of historical thinking skills]. Education & Science/ Egitim ve Bilim, 43(195), 167-191. https://doi.org/10.15390/EB.2018.7479

Kesuma, A. T. (2020). The effects of MANSA historical board game toward students' creativity and learning outcomes on historical subjects. European Journal of Educational Research, 9(4), 1689-1700. https://doi.org/10.12973/eu-jer.9.4.1689

Kriswantoro, Kartowagiran, B., & Rohaeti, E. (2021). A critical thinking assessment model integrated with science process skills on chemistry for senior high school. European Journal of Educational Research, 10(1), 285-298. https://doi.org/10.12973/eu-jer.10.1.285 

Laksana, K. (2020). Promoting historical thinking for pre-service social studies teachers: A case study from Thailand. International Journal of Curriculum and Instruction, 12(2), 12-24. https://bit.ly/3G5kS1b

Leber, J., Renkl, A., Nückles, M., & Wäschle, K. (2018). When the type of assessment counteracts teaching for understanding. Learning: Research and Practice, 4(2), 161-179. https://doi.org/10.1080/23735082.2017.1285422

Lombardi, M. M. (2008, January 8). Making the grade: the role of assessment in authentic learning. EDUCAUSE Learning Initiative. https://library.educause.edu/-/media/files/library/2008/1/eli3019-pdf

Maba, W. (2017). Teacher's perception on the implementation of the assessment process in 2013 curriculum. International Journal of Social Sciences and Humanities, 1(2), 1-9. https://doi.org/10.21744/ijssh.v1i2.26

Mehany, M. S. H. M., & Gebken, R. (2021). Assessing the importance and cognition level of access student learning outcomes: Industry, educator, and student perceptions. International Journal of Construction Education and Research, 17(4), 333-351. https://doi.org/10.1080/15578771.2020.1777487

Meyer, R. E. (2006). Review essay: Visiting relatives: Current developments in the new sociology of knowledge. Organization, 13(5), 725-738. https://doi.org/10.1177/1350508406067011

Mingo, M. A., Chang, H. H., & Williams, R. L. (2018). Undergraduate students' preferences for constructed versus multiple-choice assessment of learning. Innovative Higher Education, 43(2), 143-152. https://doi.org/10.1007/s10755-017-9414-y

Monte-Sano, C. (2010). Disciplinary literacy in history: An exploration of the historical nature of adolescents' writing. The Journal of the Learning Sciences, 19(4), 539-568. https://doi.org/10.1080/10508406.2010.481014

Ningsih, T. Z., Sariyatun, & Sutimin, L. A. (2019). Development of portfolio assessment to measure student’s skill of using primary source evidence. The New Educational Review, 52(2), 101-113. https://doi.org/10.15804/tner.19.56.2.08

Ofianto, O., & Suhartono, S. (2016). An assessment model of historical thinking skills by means of the Rasch model. Research and Evaluation in Education, 1(1), 73-83. https://doi.org/10.21831/reid.v1i1.4899

Ogunka, R. I., & Iweka, F. O. E. (2021). Application of generalizability theory in estimating dependability of public examination essay questions in English language in rivers state. International Journal of Innovative Education Research, 9(2), 105-114. https://bit.ly/3DqXWYN

Opstad, L. (2021). Can we identify students who have success in macroeconomics depending on exam format by comparing multiple-choice test and constructed-response test? International Journal of Education Economics and Development, 12(4), 311-328. https://doi.org/10.1504/IJEED.2021.118415

Osadebe, P. U., & Nwabeze, C. P. (2018). Construction and validation of physics aptitude test as an assessment tool for senior secondary school students. International Journal of Assessment Tools in Education, 5(3), 461-473. https://doi.org/10.21449/ijate.442406

Ramadhan, S., Mardapi, D., Prasetyo, Z. K., & Utomo, H. B. (2019). The development of an instrument to measure the higher-order thinking skill in physics. European Journal of Educational Research, 8(3), 743-751. https://doi.org/10.12973/eu-jer.8.3.743

Rasch, G. (1977). On specific objectivity: An attempt at formalizing the request for generality and validity of scientific statements. The Danish Yearbook of Philosophy, 14(1), 58-93. https://doi.org/10.1163/24689300-01401006

Ristov, S., Gusev, M., & Armenski, G. (2015). Massive development of E-testing questions. International Journal of Emerging Technologies in Learning, 10(4), 46-53 https://doi.org/10.3991/ijet.v10i4.4688

Schoemaker, P. J. (2020). How historical analysis can enrich scenario planning. Futures & Foresight Science, 2(3-4), e35. https://doi.org/10.1002/ffo2.35

Seixas, P. (2006). Benchmarks of historical thinking: A framework for assessment in Canada. The Center for the Study of Historical Consciousness. https://bit.ly/3rAwrt8

Seixas, P. (2017). A model of historical thinking. Educational Philosophy and Theory, 49(6), 593-605. https://doi.org/10.1080/00131857.2015.1101363

Seixas, P., Gibson, L., & Ercikan, K. (2015). A design process for assessing historical thinking: The case of a One-Hour Test. In K. Ercikan & P. Seixas (Eds), New Directions in Assessing Historical Thinking (pp.102-116). Routledge. https://doi.org/10.4324/9781315779539

Seixas, P., & Morton, T. (2013). The big six historical thinking concepts. Nelson Education. https://bit.ly/3FX9lB8

Seixas, P., & Peck, C. (2004). Teaching historical thinking. In A. Sears & I. Wright (Eds.), Challenges and prospects for Canadian social studies (pp. 109-117). Pacific Educatonal Press. https://www.judithcomfort.ca/files/seixas-and-peck_2004-1.pdf

Slepkov, A. D., & Godfrey, A. T. (2019). Partial credit in answer-until-correct multiple-choice tests deployed in a classroom setting. Applied Measurement in Education, 32(2), 138-150. https://doi.org/10.1080/08957347.2019.1577249

Smith, M. D. (2017). New multiple-choice measure of historical thinking: An investigation of cognitive validity. Journal Theory and Research in Social Education, 46(1), 1-34. https://doi.org/10.1080/00933104.2017.1351412

Soifah, U., & Pratolo, B. W. (2020). Teachers’ belief, implementation, and challenges in portfolio assessment in writing. Journal of Critical Reviews, 7(9), 986-990. http://www.jcreview.com/fulltext/197-1591271178.pdf

Suhaini, M., Ahmad, A., & Mohd Bohari, N. (2021). Assessments on vocational knowledge and skills: A content validity analysis. European Journal of Educational Research, 10(3), 1529-1540. https://doi.org/10.12973/eu-jer.10.3.1529

Sutimin, L. A., Joebagio, H., Sariyatun, M., & Abidin, N. F. (2018). The development of a deconstructive learning history model to promote the higher-order thinking skills of university students. The New Educational Review, 51(1), 19-29. https://doi.org/10.15804/tner.2018.51.1.01

Woodcock, J. (2011). Causal explanation. In D. Ian (Ed.), Debates in history teaching (pp. 124-136). Routledge.

Wright, B. D., & Masters, G. N. (1982). Rating scale analysis. Mesa Press.

Zhai, X., & Li, M. (2021). Validating a partial-credit scoring approach for multiple-choice science items: an application of fundamental ideas in science. International Journal of Science Education, 43(10), 1-27. https://doi.org/10.1080/09500693.2021.1923856     

...