How do we evaluate learning in History? Experiences and considerations

Abstract

Historical knowledge is a basic element in the shaping of citizens that are aware of their rigths and obligations, respecful and solidary, and useful and worthy for themselves and to others. Our purpose in this paper is to provide evidence that supports a systemic teaching-learnig process of History, one that consists of evaluation as part of a permanent, integral and dynamic cycle, where all the elements interact among each other at all times. We share our proposal to apply the project-based learning methodology together with an evaluation system that aims to the elimination of tests, and to promote learning and self-learning skills for History.

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