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


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. 


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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.

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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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