RT Journal Article
T1 Primary and Secondary School Teachers’ Perception of the Assessment of Historical Knowledge and Skills Based on Classroom Activities and Exercises
A1 Trigueros-Cano, Francisco Javier
A1 Molina-Saorín, Jesús
A1 López-García, Alejandro
A1 Álvarez-Martínez-Iglesias, José María
K1 Historia - Estudio y enseñanza
K1 Ciencias sociales - Estudio y enseñanza
AB The aim of this paper is to identify the most suitable activities and exercises for the development of historical knowledge and skills and their subsequent evaluation. On this basis, a quantitative study has been carried out among primary and secondary school teachers in several Spanish regions in which their perception of what types of exercises and activities (of those proposed in their History or Social Science classes) are most suitable for assessing the historical knowledge and skills that students are expected to acquire has been extracted. The results show that exercises involving the interpretation of texts and images which require students to think about and apply the historical knowledge acquired are very useful, as are questions which seek historical explanation and causal reasoning; however, objective tests (multiple-choice tests, linking dates with events, etc.) or short questions about historical events or characters are not considered to be very suitable for the adequate development of historical knowledge and, therefore, of historical competences. Broadly speaking, it is recommended that this line of research be continued so that other authors can replicate these findings, deepening their knowledge of these instruments, whose didactic commitment could serve as an argument in the face of the excessive time pressure faced by today’s teachers.
PB Frontiers Media SA
SN 2504-284X
YR 2022
FD 2022-05-26
LK https://hdl.handle.net/10630/45416
UL https://hdl.handle.net/10630/45416
LA eng
NO Trigueros-Cano, F. J., Molina-Saorín, J., López-García, A. and Álvarez-Martínez-Iglesias, J. M. (2022). Primary and Secondary School Teachers’ Perception of the Assessment of Historical Knowledge and Skills Based on Classroom Activities and Exercises. Frontiers in Education, 7, 866912. https://doi.org/10.3389/feduc.2022.866912
NO Ministerio de Ciencia, Innovación y Universidades
NO Fondos FEDER de la UE
NO Fundación Séneca. Agencia Regional de Ciencia y Tecnología
NO FECYT -- CONCEPTOS METODOLOGICOS Y METODOS ACTIVOS DE APRENDIZAJE PARA L...
NO FUNDACIÓN SÉNECA: Este trabajo ha sido financiado por el proyecto «El pensamiento geográfico e histórico del alumnado de Educación Primaria en la Región de Murcia: una propuesta metodológica innovadora para una educación de calidad» (20874/PI/18)
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 2 mar 2026