Assessment for Learning in History: Maximizing Error Analysis to bridge students’ learning gaps in answering Source-Based Case Study Questions, pp. 2 of 13

Doing Error Analysis in the History Classroom

Figure 1 below shows how error analysis was carried out in a history classroom at BSS. It required thoughtful preparation work as seen in the pre-lesson preparation stage and clarity of the teacher’s role as a facilitator of learning in the lesson enactment stage.




(i)Pre-Lesson Preparation

1. Marking and Coding

Marking codes

2. Writing feedback on students’ answers

Hattie and Timperley’s Process and Self-Regulatory feedback

3. Selecting suitable answer scripts

Authentic students’ answers

4. Scaffolding questions

Bloom’s Revised Taxonomy

(ii)Lesson Enactment

1. Establishing Lesson Objectives

Critique, Create and Reflect

Positive classroom climate

2. Applying Gradual Release of Responsibility

Modelling of “I do”, “You do it together” and “You do it alone”

3. Differentiating Instruction

Tiering of instructions

4. Self-reflection

Two-pronged approach

An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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