Start Date
19-8-2021 12:30 PM
End Date
19-8-2021 1:30 PM
Subjects
History teaching, Learning progressions, Academic achievement, Concept formation, Skills, Performance indicators, Monitoring (Assessment), Primary secondary education
Abstract
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.
Recommended Citation
Zarmati, L. (2021, August 16-20). How might we identify and measure learning progression in history? [Keynote presentation]. Research Conference 2021: Excellent progress for every student: Proceedings and program. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-638-3_19
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Copyright Statement
Copyright Louise Zarmati 2021
Place of Publication
Melbourne Australia
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-638-3
DOI
https://doi.org/10.37517/978-1-74286-638-3_19
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, History Commons
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.