“Will That Be on the Exam?” The Role of Testing in Teaching and Learning American History
Educators frequently complain about the restrictions involved in teaching to a standardized test devised and imposed by an outside authority, but even when we use examinations that we have developed ourselves, we are encouraging students to limit their intellectual curiosity to what we test. Winebur...
Gespeichert in:
| Veröffentlicht in: | The Journal of American history (Bloomington, Ind.) Ind.), 2004-03, Vol.90 (4), p.1379-1380 |
|---|---|
| 1. Verfasser: | |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 1380 |
|---|---|
| container_issue | 4 |
| container_start_page | 1379 |
| container_title | The Journal of American history (Bloomington, Ind.) |
| container_volume | 90 |
| creator | Kornblith, Gary J. |
| description | Educators frequently complain about the restrictions involved in teaching to a standardized test devised and imposed by an outside authority, but even when we use examinations that we have developed ourselves, we are encouraging students to limit their intellectual curiosity to what we test. Wineburg, trained as a cognitive psychologist, is the author of Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (2001), which won the 2002 Frederic W. Ness award of the Association of American Colleges and Universities, given to "the book that best illuminates the goals and practices of a contemporary liberal education. While he doubts standardized tests will disappear, he sketches an alternative approach to history education and assessment that would liberate students and teachers from the inexorable demands of the bell curve. 1 "The Association of American Colleges and Universities Awards the 2002 Frederic W. Ness Book Award to Historical Thinking and Other Unnatural Acts by Sam Wineburg," press release, Jan. 26, 2002 (Dec. 4, 2003). |
| doi_str_mv | 10.1093/jahist/90.4.1379 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_journals_224891797</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><jstor_id>3660357</jstor_id><sourcerecordid>3660357</sourcerecordid><originalsourceid>FETCH-LOGICAL-c324t-2d992b78093a033a646a64359455a02749b00c504162969ddf9153f65d51773d3</originalsourceid><addsrcrecordid>eNo9UF1LwzAUDaLgnL774EPwvVuS2yTNk8wxnTgRZKIIErI2tZ1bO9MOtrf9EP1z-yWmVAyE3Jtzzv04CJ1T0qNEQX9usryq-4r0wh4FqQ5QhyoQAVFCHqIOIYwGkWRwjE6qak78ocA66H2_-37JFws8zUyNry0uC1xnFo82Znm13_34f4ufyoUHUjy1VZ0XHzgvfGjirIlNkeCJNa5oksHSujw2BR77WUq3PUVHqVlU9uzv7aLnm9F0OA4mj7d3w8EkiIGFdcASpdhMRn4PQwCMCIW_wFXIuSFMhmpGSMxJSAVTQiVJqiiHVPCEUykhgS66bOuuXPm19lPqebl2hW-pGQsjRaWSnkRaUuzKqnI21SuXL43bakp046FuPdSK6FA3HnrJRSuZN-v880EIArypGLSwV9nNP2zcpxYSJNfj1zcd-dYg7of6AX4BRn99CQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>224891797</pqid></control><display><type>article</type><title>“Will That Be on the Exam?” The Role of Testing in Teaching and Learning American History</title><source>Jstor Complete Legacy</source><source>Oxford University Press Journals All Titles (1996-Current)</source><source>Education Source</source><creator>Kornblith, Gary J.</creator><contributor>Lasser, Carol</contributor><creatorcontrib>Kornblith, Gary J. ; Lasser, Carol</creatorcontrib><description>Educators frequently complain about the restrictions involved in teaching to a standardized test devised and imposed by an outside authority, but even when we use examinations that we have developed ourselves, we are encouraging students to limit their intellectual curiosity to what we test. Wineburg, trained as a cognitive psychologist, is the author of Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (2001), which won the 2002 Frederic W. Ness award of the Association of American Colleges and Universities, given to "the book that best illuminates the goals and practices of a contemporary liberal education. While he doubts standardized tests will disappear, he sketches an alternative approach to history education and assessment that would liberate students and teachers from the inexorable demands of the bell curve. 1 "The Association of American Colleges and Universities Awards the 2002 Frederic W. Ness Book Award to Historical Thinking and Other Unnatural Acts by Sam Wineburg," press release, Jan. 26, 2002 <http://www.aacuedu.org/news_room/press_releases/wineburg.cfm> (Dec. 4, 2003).</description><identifier>ISSN: 0021-8723</identifier><identifier>EISSN: 1936-0967</identifier><identifier>EISSN: 1945-2314</identifier><identifier>DOI: 10.1093/jahist/90.4.1379</identifier><identifier>CODEN: JAHIAO</identifier><language>eng</language><publisher>Oxford: Organization of American Historians</publisher><subject>Achievement tests ; American history ; Education reform ; Learning ; Standardized tests ; Students ; Teaching ; Textbooks and Teaching</subject><ispartof>The Journal of American history (Bloomington, Ind.), 2004-03, Vol.90 (4), p.1379-1380</ispartof><rights>Copyright 2004 Organization of American Historians</rights><rights>Copyright Organization of American Historians Mar 2004</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/3660357$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/3660357$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,778,782,801,27907,27908,58000,58233</link.rule.ids></links><search><contributor>Lasser, Carol</contributor><creatorcontrib>Kornblith, Gary J.</creatorcontrib><title>“Will That Be on the Exam?” The Role of Testing in Teaching and Learning American History</title><title>The Journal of American history (Bloomington, Ind.)</title><addtitle>The Journal of American History</addtitle><description>Educators frequently complain about the restrictions involved in teaching to a standardized test devised and imposed by an outside authority, but even when we use examinations that we have developed ourselves, we are encouraging students to limit their intellectual curiosity to what we test. Wineburg, trained as a cognitive psychologist, is the author of Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (2001), which won the 2002 Frederic W. Ness award of the Association of American Colleges and Universities, given to "the book that best illuminates the goals and practices of a contemporary liberal education. While he doubts standardized tests will disappear, he sketches an alternative approach to history education and assessment that would liberate students and teachers from the inexorable demands of the bell curve. 1 "The Association of American Colleges and Universities Awards the 2002 Frederic W. Ness Book Award to Historical Thinking and Other Unnatural Acts by Sam Wineburg," press release, Jan. 26, 2002 <http://www.aacuedu.org/news_room/press_releases/wineburg.cfm> (Dec. 4, 2003).</description><subject>Achievement tests</subject><subject>American history</subject><subject>Education reform</subject><subject>Learning</subject><subject>Standardized tests</subject><subject>Students</subject><subject>Teaching</subject><subject>Textbooks and Teaching</subject><issn>0021-8723</issn><issn>1936-0967</issn><issn>1945-2314</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2004</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><sourceid>PQHSC</sourceid><recordid>eNo9UF1LwzAUDaLgnL774EPwvVuS2yTNk8wxnTgRZKIIErI2tZ1bO9MOtrf9EP1z-yWmVAyE3Jtzzv04CJ1T0qNEQX9usryq-4r0wh4FqQ5QhyoQAVFCHqIOIYwGkWRwjE6qak78ocA66H2_-37JFws8zUyNry0uC1xnFo82Znm13_34f4ufyoUHUjy1VZ0XHzgvfGjirIlNkeCJNa5oksHSujw2BR77WUq3PUVHqVlU9uzv7aLnm9F0OA4mj7d3w8EkiIGFdcASpdhMRn4PQwCMCIW_wFXIuSFMhmpGSMxJSAVTQiVJqiiHVPCEUykhgS66bOuuXPm19lPqebl2hW-pGQsjRaWSnkRaUuzKqnI21SuXL43bakp046FuPdSK6FA3HnrJRSuZN-v880EIArypGLSwV9nNP2zcpxYSJNfj1zcd-dYg7of6AX4BRn99CQ</recordid><startdate>20040301</startdate><enddate>20040301</enddate><creator>Kornblith, Gary J.</creator><general>Organization of American Historians</general><scope>BSCLL</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7XB</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>LIQON</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PQEST</scope><scope>PQHSC</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>Q9U</scope></search><sort><creationdate>20040301</creationdate><title>“Will That Be on the Exam?” The Role of Testing in Teaching and Learning American History</title><author>Kornblith, Gary J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c324t-2d992b78093a033a646a64359455a02749b00c504162969ddf9153f65d51773d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2004</creationdate><topic>Achievement tests</topic><topic>American history</topic><topic>Education reform</topic><topic>Learning</topic><topic>Standardized tests</topic><topic>Students</topic><topic>Teaching</topic><topic>Textbooks and Teaching</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kornblith, Gary J.</creatorcontrib><collection>Istex</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>History Study Center</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central Basic</collection><jtitle>The Journal of American history (Bloomington, Ind.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kornblith, Gary J.</au><au>Lasser, Carol</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>“Will That Be on the Exam?” The Role of Testing in Teaching and Learning American History</atitle><jtitle>The Journal of American history (Bloomington, Ind.)</jtitle><addtitle>The Journal of American History</addtitle><date>2004-03-01</date><risdate>2004</risdate><volume>90</volume><issue>4</issue><spage>1379</spage><epage>1380</epage><pages>1379-1380</pages><issn>0021-8723</issn><eissn>1936-0967</eissn><eissn>1945-2314</eissn><coden>JAHIAO</coden><abstract>Educators frequently complain about the restrictions involved in teaching to a standardized test devised and imposed by an outside authority, but even when we use examinations that we have developed ourselves, we are encouraging students to limit their intellectual curiosity to what we test. Wineburg, trained as a cognitive psychologist, is the author of Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (2001), which won the 2002 Frederic W. Ness award of the Association of American Colleges and Universities, given to "the book that best illuminates the goals and practices of a contemporary liberal education. While he doubts standardized tests will disappear, he sketches an alternative approach to history education and assessment that would liberate students and teachers from the inexorable demands of the bell curve. 1 "The Association of American Colleges and Universities Awards the 2002 Frederic W. Ness Book Award to Historical Thinking and Other Unnatural Acts by Sam Wineburg," press release, Jan. 26, 2002 <http://www.aacuedu.org/news_room/press_releases/wineburg.cfm> (Dec. 4, 2003).</abstract><cop>Oxford</cop><pub>Organization of American Historians</pub><doi>10.1093/jahist/90.4.1379</doi><tpages>2</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0021-8723 |
| ispartof | The Journal of American history (Bloomington, Ind.), 2004-03, Vol.90 (4), p.1379-1380 |
| issn | 0021-8723 1936-0967 1945-2314 |
| language | eng |
| recordid | cdi_proquest_journals_224891797 |
| source | Jstor Complete Legacy; Oxford University Press Journals All Titles (1996-Current); Education Source |
| subjects | Achievement tests American history Education reform Learning Standardized tests Students Teaching Textbooks and Teaching |
| title | “Will That Be on the Exam?” The Role of Testing in Teaching and Learning American History |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-17T07%3A37%3A11IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=%E2%80%9CWill%20That%20Be%20on%20the%20Exam?%E2%80%9D%20The%20Role%20of%20Testing%20in%20Teaching%20and%20Learning%20American%20History&rft.jtitle=The%20Journal%20of%20American%20history%20(Bloomington,%20Ind.)&rft.au=Kornblith,%20Gary%20J.&rft.date=2004-03-01&rft.volume=90&rft.issue=4&rft.spage=1379&rft.epage=1380&rft.pages=1379-1380&rft.issn=0021-8723&rft.eissn=1936-0967&rft.coden=JAHIAO&rft_id=info:doi/10.1093/jahist/90.4.1379&rft_dat=%3Cjstor_proqu%3E3660357%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=224891797&rft_id=info:pmid/&rft_jstor_id=3660357&rfr_iscdi=true |