Article

Professor Janet Alleman and University Distinguished Professor Jere Brophy collaborated in this article to give an overview of social studies assessment. They touched on the history of social studies testing, described alternative assessment methods and explained the challenges that teachers face as the social studies curriculum garners increased attention and more goal-oriented agendas.

Discussion

Until recently, social studies tests were not seen as especially important or controversial. A study conducted in 1982 found that social studies teachers most commonly evaluated students with objective, non-essay tests, focusing on knowledge and skills, and giving little consideration to affective outcomes. Alleman and Brophy point out, however, that by the 1990s social studies curriculum and testing was receiving more attention and criticism by educators, who expressed concern that assessment practices in the past failed to measure student attainment of major social studies concepts and higher-order thinking. Social studies now has become part of a number of national testing programs, as well as a component for many state testing programs. The National Council for the Social Studies (NCSS) has been arguing for assessments that can meet the need for accountability while avoiding the possible narrowing effect on curriculum as a result of high-stakes testing. The NCSS has developed guidelines for assessment, which detail the preferred way to use evaluation instruments, the purpose of student achievement testing and the role of state and local agencies. As social studies curriculum and teaching methods have evolved, educators have argued for needed changes in assessments of students. But alternate tools for testing too often become ends in themselves, Alleman and Brophy note. For example, an alternative test may address diverse learning styles, but not adequately measure what the student has learned. Alleman and Brophy provided several principles for creating, monitoring and implementing alternative assessment in the classroom. They suggested assessments should be an integral part of the curriculum and instruction process, goal-oriented, benefit the learner, and documented and used to revise and expand on what is being taught.

What It Means To You

Teachers are faced with many obligations, responsibilities and frustrations regarding assessment. The professional literature and conference agendas extol the use of standards, benchmarks and testing, as well as the potential benefits of alternative assessments. Although many unresolved issues remain, Alleman and Brophy encourage classroom teachers to move forward responsibly by adopting, adapting and refining assessment practices in the social studies that have the potential for improving teaching and learning.

For More Information

Alleman, J., & Brophy, J. (1999). The changing nature and purpose of assessment in the social studies classroom. Social Education, 65(6), 334-337.

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