Excellent and thought provoking article.
The following is a guest post from Dr Joe Smith, University of Stirling, on the assessment of History using the new benchmarks.
Curriculum for Excellence is presently being equipped with ‘benchmarks’ to clarify what a child at each ‘level’ might be expected to know and do. In terms of history, this means that Education Scotland have addressed the messy question of progression in historical understanding. This blog posts explores some of the problems with the proposals. (NB. Some of the arguments here are similar to those I raised in The Curriculum Journal 2016)
There exist several models for progression in history education, but all are based on the uncontroversial premise that ‘getting better’ means something other than ‘knowing more’. There is, after all, a literally infinite amount that one might know about the past and so to say that, ‘I know more history than you’ is to say…
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