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How might we identify and measure learning progression in history?


Zarmati, L, How might we identify and measure learning progression in history?, Australian Council for Education Research (ACER), 16-20 August 2021, Virtual (Online), pp. 1-7. ISBN 978-1-74286-638-3 (2019) [Conference Edited]

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DOI: doi:10.37517/978-1-74286-638-3_19


In this session, Dr Zarmati will share her research on efforts to map and describe progress in the learning area of History. Learning progression is a continuum that measures advances in learning by tracking development from early learning to more sophisticated levels of mastery. Mathematics relies on an understanding of empirical knowledge and concepts in a hierarchical sequence; students need to understand (or master) one mathematical concept before they can proceed to the next. In comparison, progress of understanding in history is not necessarily hierarchical because it is based on mastery of concepts and skills rather than historical knowledge, which is geographically and temporally variable. With history, it is not necessary to progress sequentially from one concept in order to comprehend another; learning is measured by mastery of levels of complexity within each skill or understanding and mastery can be concurrent and interrelated. The essential characteristic of progression in history is that students can demonstrate an increase in their cognitive ability to think analytically and critically.

Item Details

Item Type:Conference Edited
Keywords:education, history, progression, teaching, learning, pedagogy
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Humanities and social sciences curriculum and pedagogy (excl. economics, business and management)
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Zarmati, L (Dr Louise Zarmati)
ID Code:146263
Year Published:2019
Deposited By:Education
Deposited On:2021-08-26
Last Modified:2021-11-23

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