The role of assessment in the Form 2 History curriculum : an evaluation

Abstract

The aim of this research project is to explore ways how appropriate assessment methods based on the educational assessment paradigm can involve students more in the learning process, and thus contribute to better learning. Subsequently, this study examines the usefulness of assessment practices based on assessment for learning in helping students develop historical knowledge and understanding. The Form 2 Junior Lyceum History syllabus is evaluated by means of interviews to teachers, stakeholders and students, and action research. Opinions provide a snapshot of current trends in assessment procedures while the action research explores assessment for learning strategies in the context of a Form 2 History class. The issues resulting from this research process are analysed and the implications to the History curriculum discussed. A number of recommendations based on these insights are put forward for the implementation of formative assessment methods in History teaching and learning.