Assessment a crucial component of critical thinking: historians

January 7, 2019

A paper by the Stanford History Education Group has found that history undergraduates are not developing critical thinking skills, reports Colleen Flaherty. In response to the paper, a panel at the American Historical Association conference has urged professors to implement formative, ongoing assessments to gauge student learning. The panel explained that such assessments could take the form of inviting students to engage with primary source documents, cultural symbols, historical sites, and debates between historians over interpretations of events or objects. Panelist Steven Mintz added that grade inflation only presses historians to ensure they “provide students with a more accurate measure of what they know, what they can do and how they compare to others.” Inside Higher Ed (International)