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Natacha Coquery attire notre attention sur la publication suivantehttp://www.routledge.com/books/details/9781138018273/ Il sont forts, ces Canadiens ! A la pointe de la définition d'une littératie historique à enseigner qui serait adaptée aux conditions technologiques et cognitives de notre temps, une littératie historique que l'on aimerait bien voir pénétrer dans les cogitations du CSP chargé d'élaborer ce qu'il n'ose encore appeler un curriculum pour les nouvelles orientations des enseignements dans le secondaire, voici un ouvrage collectif qui sortira en mars prochain, dirigé par Kadriye Ercikan et Peter Seixas qui fait le point sur les conditions de l'évaluation de la pensée historique dans l'éducation.L'argument:New technologies have radically transformed our relationship to information in general and to little bits of information in particular. The assessment of history learning, which for a century has valued those little bits as the centerpiece of its practice, now faces not only an unprecedented glut but a disconnect with what is valued in history education. More complex processes—historical thinking, historical consciousness or historical sense making—demand more complex assessments. At the same time, advances in scholarship on assessment open up new possibilities.For this volume, Kadriye Ercikan and Peter Seixas have assembled an international array of experts who have, collectively, moved the fields of history education and assessment forward. Their various approaches negotiate the sometimes-conflicting demands of theoretical sophistication, empirically demonstrated validity and practical efficiency. Key issues include articulating the cognitive goals of history education, the relationship between content and procedural knowledge, the impact of students’ language literacy on history assessments, and methods of validation in both large scale and classroom assessments. New Directions in Assessing Historical Thinking is a critical, research-oriented resource that will advance the conceptualization, design and validation of the next generation of history assessmentsLe sommaire:PrefaceAcknowledgementsContributor BiographiesIntroductionPart I: Goals of History Education: Models of Historical Cognition and Learning1 Historical Consciousness in Germany: Concept, Implementation, AssessmentCarlos Kölbl &#38; Lisa Konrad2 The Difficulty of Assessing Disciplinary Historical ReadingAbby Reisman3 Heritage as a Resource for Enhancing and Assessing Historical Thinking: Reflections from the NetherlandsCarla van Boxtel, Maria Grever &#38; Stephan Klein4 Relating Historical Consciousness to Historical Thinking through AssessmentCatherine DuquetteCommentary 1 Into the Swampy Lowlands of Important ProblemsRobert B. BainPart 2: Issues in Designing Assessments of Historical Thinking5 Assessing for Learning in the History ClassroomBruce VanSledright6 Historical Thinking, Competencies and their Measurement: Challenges and ApproachesAndreas Körber &#38; Johannes Meyer-Hamme7 A Design Process for Assessing Historical Thinking: The Case of a One-Hour TestPeter Seixas, Lindsay Gibson &#38; Kadriye Ercikan8 Material-based and Open-ended Writing Tasks for Assessing Narrative Competence among StudentsMonika Waldis, Jan Hodel, Holger Thünemann, Meik Zülsdorf-Kersting, &#38; Beatrice ZieglerCommentary 2 Historical Thinking: In Search of Conceptual and Practical Guidance for the Design and Use of Assessments of Student CompetenceJosh Radinsky, Susan R. Goldman, James W. PellegrinoPart 3: Large-scale Assessment of Historical Thinking　9 A Large-Scale Assessment of Historical Knowledge and Reasoning: NAEP U.S. HistoryStephen Lazer10 Assessing Historical Thinking in the Redesigned Advanced Placement United States History Course and ExamLawrence G. Charap11 Historical Consciousness and Historical Thinking Reflected in Large-scale Assessment in SwedenPer Eliasson, Fredrik Alvén, Cecilia Axelsson Yngvéus, &#38; David RosenlundCommentary 3 Assessment of Historical Thinking in PracticeSusan M. BrookhartPart 4: Validity of Score Interpretations12 The Importance of Construct Validity Evidence in History Assessment: What is Often Overlooked or Misunderstood?Pamela Kaliski, Kara Smith, &#38; Kristen Huff13 Cognitive Validity Evidence for Validating Assessments of Historical ThinkingKadriye Ercikan, Peter Seixas, Juliette Lyons-Thomas, &#38; Lindsay Gibson14 Measuring Up?: Multiple-Choice QuestionsGabriel A. Reich15 History Assessments of Thinking: An Investigation of Cognitive ValidityMark Smith &#38; Joel BreakstoneCommentary 4 The Validity of Historical Thinking Assessments: A CommentaryDenis Shemilt