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Theory & Research in Social Education Volume 37, 2009 - Issue 3
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Testing Historical Knowledge: Standards, Multiple-Choice Questions and Student Reasoning

Gabriel A. Reich Virginia Commonwealth University
Pages 325-360 | Published online: 31 Jan 2012

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Neli Heidari, Markus Sebastian Feser, Nina Scholten, Knut Schwippert & Sandra Sprenger. (2023) Language in primary and secondary geography education: a systematic literature review of empirical geography education research. International Research in Geographical and Environmental Education 32:3, pages 234-251.
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Jason M. Miller. (2022) U.S. history state assessment items: Exploring the income–achievement gap and levels of academic language, historical thinking, and historical literacy demand. Theory & Research in Social Education 50:4, pages 607-636.
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Lightning Jay. (2021) Revisiting Lexington Green: Implications for Teaching Historical Thinking. Cognition and Instruction 39:3, pages 306-327.
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Jennifer G. Cromley, Ting Dai, Tia Fechter, Martin Van Boekel, Frank E. Nelson & Aygul Dane. (2021) What Cognitive Interviewing Reveals about a New Measure of Undergraduate Biology Reasoning. The Journal of Experimental Education 89:1, pages 145-168.
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Helen Hazen. (2020) Use of oral examinations to assess student learning in the social sciences. Journal of Geography in Higher Education 44:4, pages 592-607.
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Hyeri Hong & Gregory E. Hamot. (2020) Differential effects of state testing policies and school characteristics on social studies educators’ gate-keeping autonomy: A multilevel model. Theory & Research in Social Education 48:1, pages 74-100.
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Tadashi Dozono. (2020) The passive voice of White supremacy: Tracing epistemic and discursive violence in world history curriculum. Review of Education, Pedagogy, and Cultural Studies 42:1, pages 1-26.
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Abby Reisman, Emily Brimsek & Claire Hollywood. (2019) Assessment of Historical Analysis and Argumentation (AHAA): A New Measure of Document-Based Historical Thinking. Cognition and Instruction 37:4, pages 534-561.
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Mark Smith, Joel Breakstone & Sam Wineburg. (2019) History Assessments of Thinking: A Validity Study. Cognition and Instruction 37:1, pages 118-144.
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Joakim Wendell. (2018) Explaining the Third Reich: Swedish students' causal reasoning about the Nazi seizure of power in Germany. The Curriculum Journal 29:1, pages 60-76.
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Mark D. Smith. (2018) New Multiple-Choice Measures of Historical Thinking: An Investigation of Cognitive Validity. Theory & Research in Social Education 46:1, pages 1-34.
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Paul E. Newton. (2017) How Can Low-Level Investigations Inform High-Level Judgements Concerning Validity?. Measurement: Interdisciplinary Research and Perspectives 15:3-4, pages 133-136.
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Kevin W. Meuwissen. (2017) “Happy Professional Development at an Unhappy Time”: Learning to Teach for Historical Thinking in a High-Pressure Accountability Context. Theory & Research in Social Education 45:2, pages 248-285.
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Maribel Santiago. (2017) Erasing Differences for the Sake of Inclusion: How Mexican/Mexican American Students Construct Historical Narratives. Theory & Research in Social Education 45:1, pages 43-74.
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Tim Huijgen, Carla van Boxtel, Wim van de Grift & Paul Holthuis. (2017) Toward Historical Perspective Taking: Students’ Reasoning When Contextualizing the Actions of People in the Past. Theory & Research in Social Education 45:1, pages 110-144.
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Johan Samuelsson & Joakim Wendell. (2016) Historical thinking about sources in the context of a standards-based curriculum: a Swedish case. The Curriculum Journal 27:4, pages 479-499.
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David Gerwin. (2014) What Lies Beyond the Bubble? Trying Out One of the Stanford History Education Group's New History Assessments. The Social Studies 105:6, pages 266-273.
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Joel Breakstone. (2014) Try, Try, Try Again: The Process of Designing New History Assessments. Theory & Research in Social Education 42:4, pages 453-485.
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Kevin W. Meuwissen. (2013) Readin', Writin', Ready for Testin'? Adaptive Assessment in Elective and Standardized-Tested Social Studies Course Contexts. Theory & Research in Social Education 41:3, pages 285-315.
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Scott W. DeWitt, Nancy Patterson, Whitney Blankenship, Brooke Blevins, Lorrei DiCamillo, David Gerwin, Jill M. Gradwell, John Gunn, Lamont Maddox, Cinthia Salinas, John Saye, Jeremy Stoddard & Caroline C. Sullivan. (2013) The Lower-Order Expectations of High-Stakes Tests: A Four-State Analysis of Social Studies Standards and Test Alignment. Theory & Research in Social Education 41:3, pages 382-427.
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Ting Zhang, Judith Torney-Purta & Carolyn Barber. (2012) Students' Conceptual Knowledge and Process Skills in Civic Education: Identifying Cognitive Profiles and Classroom Correlates. Theory & Research in Social Education 40:1, pages 1-34.
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Gabriel A. Reich. (2011) Testing collective memory: Representing the Soviet Union on multiple-choice questions. Journal of Curriculum Studies 43:4, pages 507-532.
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Colleen Fitzpatrick, Stephanie van Hover, Vonna Hemmler & Ariel Cornett. How do we know what they know? A case study of classroom-based assessment with multilingual learners. Theory & Research in Social Education 0:0, pages 1-35.
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David Rosenlund. (2023) The nature of historical knowledge in large-scale assessments – a study of the relationship between item formats and offerings of epistemic cognition in the Swedish national test in history. Frontiers in Education 8.
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Helen Crompton, Katherina Nako & Diane Burke. (2023) The Historical Empathy Measurement Tool (HEMT). The Journal of Social Studies Research 47:3-4, pages 161-172.
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Stephen H. Day, Christiane Kuhn & Hannes Saas. (2022) Evaluating and developing teacher instructional practices in economics using a new video-based test. The Journal of Social Studies Research 46:4, pages 379-393.
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Julia Thyroff. 2022. Handbuch Geschichts- und Politikdidaktik. Handbuch Geschichts- und Politikdidaktik 443 457 .
Christiane Bertram, Zarah Weiss, Lisa Zachrich & Ramon Ziai. (2021) Artificial intelligence in history education. Linguistic content and complexity analyses of student writings in the CAHisT project (Computational assessment of historical thinking). Computers and Education: Artificial Intelligence, pages 100038.
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Julia Thyroff. 2020. Handbuch Geschichts- und Politikdidaktik. Handbuch Geschichts- und Politikdidaktik 1 15 .
Jason Michael Miller. (2020) Exploring the racial achievement gap on US history written-response state assessment items. Social Studies Research and Practice 15:3, pages 291-310.
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Mimi Lee & Sunny Hong. (2019) Analysis of Students’ Response Processes in Proficiency Test of Korean History Items. Journal of Curriculum and Evaluation 22:3, pages 251-278.
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Colleen Fitzpatrick, Stephanie van Hover, Ariel Cornett & David Hicks. (2023) A DBQ in a Multiple-Choice World: A Tale of two Assessments in a Unit on the Byzantine Empire. The Journal of Social Studies Research 43:3, pages 199-214.
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YUKI NOZAWA. (2019) Considerations for Use of Constructed-Response Items in Educational Achievement Tests記述式項目の使用に関する教育測定学的考察. The Annual Report of Educational Psychology in Japan 58:0, pages 131-148.
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Erkan DİNÇ & Servet ÜZTEMUR. (2018) Tarihsel Bakış Açısı Edinme Ölçeğinin Türkçeye Uyarlanması ve Tarih ve Sosyal Bilgiler Öğretmen Adaylarının Tarihsel Bakış Açısı Edinme Becerilerinin İncelenmesiAdapting Historical Perspective Taking Instrument into Turkish and Investigating History and Social Studies Student Teachers’ Historical Perspective Taking Skills. Anadolu Journal of Educational Sciences International 8:2, pages 441-481.
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Terrie Epstein & Cinthia S. Salinas. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 61 91 .
Brian Girard & Lauren McArthur Harris. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 253 279 .
Tim Keirn. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 11 36 .
Tina L. Heafner & Paul G. Fitchett. (2023) US History Content Knowledge and Associated Effects of Race, Gender, Wealth, and Urbanity: Item Response Theory (IRT) Modeling of NAEP-USH Achievement. The Journal of Social Studies Research 42:1, pages 11-25.
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Mark D. Smith. (2017) Cognitive Validity: Can Multiple-Choice Items Tap Historical Thinking Processes?. American Educational Research Journal 54:6, pages 1256-1287.
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Anders Jönsson, David Rosenlund & Fredrik Alvén. (2017) Complement or Contamination: A Study of the Validity of Multiple-Choice Items when Assessing Reasoning Skills in Physics. Frontiers in Education 2.
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Christiane Bertram, Wolfgang Wagner & Ulrich Trautwein. (2017) Learning Historical Thinking With Oral History Interviews: A Cluster Randomized Controlled Intervention Study of Oral History Interviews in History Lessons. American Educational Research Journal 54:3, pages 444-484.
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Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin & Héfer BembenuttyTheresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin & Héfer Bembenutty. 2016. Policy, Professionalization, Privatization, and Performance Assessment. Policy, Professionalization, Privatization, and Performance Assessment 89 117 .
Tim Huijgen, Carla van Boxtel, Wim van de Grift & Paul Holthuis. (2014) Testing elementary and secondary school students’ ability to perform historical perspective taking: the constructing of valid and reliable measure instruments. European Journal of Psychology of Education 29:4, pages 653-672.
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Thomas C. Hammond, R. Curby Alexander & Alec M. Bodzin. 2014. K-12 Education. K-12 Education 310 335 .
Gabriel A. Reich. (2023) Imperfect models, imperfect conclusions: An exploratory study of multiple-choice tests and historical knowledge. The Journal of Social Studies Research 37:1, pages 3-16.
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Thomas C. Hammond, R. Curby Alexander & Alec M. Bodzin. 2012. Educational Technology, Teacher Knowledge, and Classroom Impact. Educational Technology, Teacher Knowledge, and Classroom Impact 32 57 .
Gabriel A. Reich. 2012. The New Politics of the Textbook. The New Politics of the Textbook 321 335 .

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