Lights and shadows of the ´historical significance` competence according to type of activity: design of a proposal of descriptors for the optimization of evaluation
DOI:
https://doi.org/10.26754/ojs_clio/clio.2023499548Keywords:
history, assessment, historical significance, competency-based teaching, metacognitionAbstract
Historical knowledge -understood as a metacognitive process of constructive assimilation about the past to explain phenomena- involves an analysis of the impact and significance of certain historical events and processes, whose understanding and assessment is influenced by the concept of historical relevance. From this perspective, it is necessary to implement solid evaluation proposals, linked to competence development. The aim of this study is to design a guide to characterize the assessment instruments -activities and exercises- most used by History teachers, in order to optimize the assessment processes of this competence by means of a series of structural, competence and transferential descriptors. These pertinence indicators can lead the way of those teachers who wish to perfect their way of assessing what is historically determinant. In conclusion, this innovative approach involves a process of continuous teacher training that contributes to the improvement of educational quality.
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Agencia Estatal de Investigación
Grant numbers PID2020-113453RB-100
