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Rethinking Evidence: Assessment in the History Discipline in Australian Universities

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Global Innovation of Teaching and Learning in Higher Education

Part of the book series: Professional Learning and Development in Schools and Higher Education ((PROD,volume 11))

Abstract

A study of the history discipline in Australian universities, historical thinking in higher education, revealed that history academics were particularly modest about their innovative assessment ideas and strategies. This chapter will share some of those practices, which sometimes challenge disciplinary boundaries or revamp standard methods while others entirely disrupt epistemological traditions. Examining these assessment methods confirms the broader findings of the study, which showed that engagement in historical thinking, imagination and analysis required students to be able to locate themselves in the narratives of history and to feel a sense of authentic participation in a disciplinary dialogue. At a time when national benchmarks and standards are being implemented across the sector, it is timely to remind ourselves of the value of creative and alternative assessment strategies.

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Author information

Authors and Affiliations

  1. School of Education, University of New England, Armidale, NSW, Australia

    Adele Nye

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  1. Adele Nye
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Correspondence to Adele Nye .

Editor information

Editors and Affiliations

  1. Elon University, Elon, North Carolina, USA

    Prudence C. Layne

  2. Sheffield Hallam University, Sheffield, South Yorkshire, United Kingdom

    Peter Lake

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Nye, A. (2015). Rethinking Evidence: Assessment in the History Discipline in Australian Universities. In: Layne, P., Lake, P. (eds) Global Innovation of Teaching and Learning in Higher Education. Professional Learning and Development in Schools and Higher Education, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-319-10482-9_6

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