What Does It Mean to Make Inferences? , pp. 8 of 9

Conclusion

The current way where formal assessments are being carried out is being decoupled from the wider aspirations of the historical syllabus. This is especially true since the recent thrusts in disciplinary learning and the inquiry approach. This decoupling, in which formal assessment and the syllabus ran according to two parallel and separate logic, if bridged and reconciled has significant potential to improve the manner in which we teach and assess for various source-based skills such as that of making inferences. What I hope this paper has demonstrated are some ways – and the benefits – of closing that gap between formal assessment and the syllabus to create assessments that are more align with the historical discipline so as to improve the training of the desirable and transferrable skills. 

References

Browning, C. R. (1992). Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland. 1st ed. New York: HarperCollins. pp. 59-61.

Carr, E. H., and University of Cambridge (1961). What Is History? University of Cambridge. Trevelyan Lectures; 1961. London: Macmillan.

Grafton, A. (1994). "The Footnote from De Thou to Ranke." History and Theory 33, no. 4 (1994): 53-76.

Feeney, A., & Heit, E. (2007). Inductive Reasoning : Experimental, Developmental, and Computational Approaches. Cambridge ; New York: Cambridge University Press.

Lee, P. P. (1978). Chinese Society in Nineteenth Century Singapore. Kuala Lumpur. pp. 39 - 41.

Ministry of Education (2012). Upper Secondary History and Elective History Teaching and Learning Guide. Curriculum Planning and Development Division: Singapore.

Shotwell, J. T. (1939). The History of History. Vol. 1: Revised Edition of An Introduction to the History of History. New York. pp. 1 - 14.

 

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An Inspiring Quote

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~ John Dewey, How We Think

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