Abstract

MIGUEL-REVILLA, Diego. How to assess historical competences in schools? Challenges, new theoretical frameworks and progress in the assessment of historical thinking. Revista San Gregorio [online]. 2020, n.40, pp.132-144. ISSN 2528-7907.  https://doi.org/10.36097/rsan.v1i40.1392.

Addressing historical contents in the classroom is a complex procedure that requires going beyond promoting the memorization of dates, stages or the names of key figures of each historical period. The development of historical thinking, which encompasses the understanding of key concepts of this discipline, has been established in the last decades as a new paradigm for history education. This article assumes as an objective making a revision of current debates in the scientific literature about the assessment of historical thinking, both from a purely educational perspective and one linked to research in this area. After analyzing the way this debate has developed in different national contexts, the main challenges that the research community faces are introduced, examining the new theoretical models and assessment procedures. The study concludes that important advances have been developed in the last two decades, offering a discussion about some of the pending tasks for the future.

Keywords : Social science; cognition; history education; assessment; historical thinking.

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