Bedford, Alison 
ORCID: https://orcid.org/0000-0001-6708-9896 and Kerby, Martin ORCID: https://orcid.org/0000-0003-4073-2559
(2022)
Planning for student learning and assessment.
In:
Teaching Secondary History.
Cambridge University Press, Cambridge, United Kingdom, pp. 124-151.
ISBN 978-1-108-96998-7
Abstract
Assessment is driven by the aims of the curriculum, and as with many discipline areas, the purview of history curricula both in Australia and around the world has broadened from rote learning, single culture national narratives to a focus on the benefits of developing what many term 'historical consciousness'. Within this process, learning activities and diagnostic, formative and summative assessment is clear.
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| Item Type: | Book Chapter (Commonwealth Reporting Category B) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Permanent restricted access to Published chapter + Front Matter in accordance with the copyright policy of the publisher. |
| Faculty/School / Institute/Centre: | Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -) |
| Faculty/School / Institute/Centre: | Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -) |
| Date Deposited: | 19 Nov 2021 02:50 |
| Last Modified: | 11 Mar 2022 04:14 |
| Uncontrolled Keywords: | assessment, history, historical consciousness, Australian curriculum |
| Fields of Research (2008): | 13 Education > 1302 Curriculum and Pedagogy > 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management) |
| Fields of Research (2020): | 39 EDUCATION > 3901 Curriculum and pedagogy > 390107 Humanities and social sciences curriculum and pedagogy (excl. economics, business and management) |
| Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy |
| Socio-Economic Objectives (2020): | 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy |
| URI: | http://eprints.usq.edu.au/id/eprint/45071 |
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