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How might we identify and measure learning progression in history?
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.
History
Pagination
1-7ISBN
978-1-74286-638-3Department/School
Faculty of EducationPublisher
Australian Council for Education Research (ACER)Place of publication
Melbourne, AustraliaEvent title
Australian Council for Education Research (ACER) Research Conference 2021: Excellent Progress for Every StudentEvent Venue
Virtual (Online)Date of Event (Start Date)
2021-08-16Date of Event (End Date)
2021-08-20Repository Status
- Restricted