Index behavior | Quality criteria | |||
Criteria | Level | Point | ||
Ingredients | knowledge of problem detection and problem solving methods | LS subject (essay, multiple choice, essay…) | ||
Understand the need for self-discovery Problems and Problem Solving in LS Learning Not understanding the methods and processes for detecting and solving LS problems Don't understand the presentation method test | M1 | 24 | ||
Understand the need for self-discovery Problems and Problem Solving in LS Learning Understand the problem identification method but not the problem solving process Understand how to present an exam in LS but not fully enough | M2 | 57 | ||
Understand the requirements of self-discovery Problems and Problem Solving in LS Learning Understand the LS problem detection method and solving process Understand the method of making and presenting LS exams | M3 | 810 | ||
Knowledge of self-study methods, knowledge consolidation and assessment | Not understanding the role, effects, and requirements requirements, methods and types of review and consolidation of knowledge Not understanding the role and effect of self-assessment in learning LS Not understanding the method, How to self-assessment and self-assessment should be done when assessing | M0 | 01 | |
Understand the role, effects, and requirements requirements, methods and types of self-study and consolidation | M1 | 24 | ||
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Index behavior | Quality criteria | |||
Criteria | Level | Point | ||
knowledge in learning LS Understand the role and effects of self-assessment in learning LS Not clearly understanding the methods and procedures to be followed when self assessment | ||||
Ingredients | Understand the role and effects of love Requirements, methods and types of self-study and knowledge consolidation in LS learning Understand the role and effects of self-assessment in learning LS Only understand some of the work and methods needed to be done. present when self-assessment | M2 | 57 | |
Understand the role and effects of love Requirements, methods and types of self-study and knowledge consolidation in LS learning Understand the role and effects of self-assessment in learning LS Understand the methods and procedures to be followed when testing Check reviews | M3 | 810 | ||
KN system (do, observable; path) direction | KN works independently with learning materials | Can't find the main idea in the textbook. Don't know how to observe the image channel in the textbook. Can't answer the questions in the textbook. Don't know how to find reference materials related to the lesson Can't find the main idea in the document Reference material. | M0 | 01 |
Formation and development of NLTH | ||||
Already know how to find the main idea but not completely, Exactly. Already know how to observe the channel but act | M1 | 24 | ||
Index behavior | Quality criteria | |||
Criteria | Level | Point | ||
Ingredients | The article is long and not comprehensive enough. Can answer questions in textbook Found the reference but could not find the main idea in the reference. The content of the notes is inaccurate, long-winded, unscientific | |||
Find the main idea that is complete, accurate but The arrangement of ideas is not logical. Have known how to observe visual channels and thereby draw out hidden knowledge from visual channels. Answer some questions in the textbook Find references related to the lesson content. Find the main idea in the reference material consult fully, accurately, scientifically | M2 | 57 | ||
Find the main idea completely and accurately, arrange ideas logically Know how to observe visual channels, find out LS knowledge through visual channels Answer the questions in the textbook well. Find complete references related to the lesson content. Find the main idea, summarize fully and accurately Scientifically accurate reference content. | M3 | 810 | ||
LS thinking skills | Not fully stated exactly what the content is. content Not yet analyzed, compared, and generalized LS events and phenomena Not yet applied, contact those knowledge learned into practice | M0 | 01 | |
State the full content of the events. event, phenomenon LS Not yet analyzed, compared, generalized those LS events. Not yet applied, contact those | M1 | 24 | ||
Index behavior | Quality criteria | |||
Criteria | Level | Point | ||
knowledge learned into practice | ||||
State the full content of the event, phenomenon LS. Analyze and compare general historical events and phenomena but have not yet identified specific characteristics for comparison. Apply and relate knowledge knowledge learned into practice | M2 | 57 | ||
State the full and accurate content of events and phenomena of the study. Analyze and compare historical events and phenomena. Identify typical characteristics for comparison and draw conclusions for yourself. Apply and relate knowledge knowledge learned into practice | M3 | 810 | ||
Listening and note taking skills | Do not write according to your own understanding but have to write according to the teacher's lesson. Slow writing speed, can't keep up with the lecture. Not knowing how to combine listening to lectures, Think about answering questions with lecture notes. | M0 | 01 | |
Know how to take notes according to your understanding body but not complete Note taking speed keeps up with the lecture progress but is not scientific Not knowing how to combine listening to lectures, thinking about answering questions with taking notes in some lessons teach | M1 | 24 | ||
Record full content scientifically according to your own understanding. Take notes quickly, keep up with lessons and be proactive throughout class. Know how to combine listening and thinking | M2 | 57 | ||
Ingredients
Index behavior | Quality criteria | |||
Criteria | Level | Point | ||
Ingredients | Answer questions with lecture notes but not yet fluent. | |||
Record the full content of a scientific way according to my own understanding. Take notes quickly, keep up with lessons and be proactive throughout class. Know how to combine listening to lectures, thinking about answering questions with taking notes fluently, with additional notes my own understanding | M3 | 810 | ||
KN TH with visual aids | Not yet observed pictures, maps, diagram, chart, graph, representation) despite the teacher's guidance Not yet exploiting knowledge content through visual aids. Can't present knowledge yet exploited | M0 | 01 | |
Know how to observe pictures, maps, diagrams, sketches diagram, graph, representation) under the guidance of the teacher Know how to exploit key knowledge through visual aids but not fully Can't present knowledge yet exploited | M1 | 24 | ||
Know how to observe pictures, maps, and charts. diagram, chart, graph, representation) under the guidance of the teacher Know how to exploit key knowledge through visual aids but not fully Know how to present the knowledge that has been exploited but is not complete and scientific. learn | M2 | 57 | ||
Know how to observe pictures, maps, diagrams, sketches diagram, graph, representation) under the guidance of the teacher Know how to exploit key knowledge through visual aids fully Know how to present knowledge | M3 | 810 | ||
Index behavior | Quality criteria | |||
Criteria | Level | Point | ||
Ingredients | exploit scientifically and fully. | |||
Problem detection and problem solving skills | No problem found. Not knowing how to mobilize learned knowledge to solve the problem. Don't know how to present the solved problem decide | M0 | 01 | |
Not able to detect the problem. Know how to mobilize learned knowledge to solve problems under the guidance of teachers. Don't know how to present the solved problem decide | M1 | 24 | ||
Self-detection of problems to solve decided Know how to mobilize learned knowledge to solve problems. Present the problem solved but still long-winded and incomplete | M2 | 57 | ||
Self-detection of problems to solve decided Know how to mobilize learned knowledge to solve problems. Present the solved problem coherent and clear | M3 | 810 | ||
Self-study skills, knowledge consolidation and assessment | Not correctly identified and fully remembered basic knowledge The ability to fully reproduce the knowledge of the lesson to answer the question No error detected, not sure define content for self-regulation. | M0 | 01 | |
Correctly identify and memorize basic knowledge version but not complete The ability to fully reproduce the knowledge of the lesson to answer the question No error found yet. Not defined content for self-regulation. | M1 | 24 | ||
Index behavior | Quality criteria | |||
Criteria | Level | Point | ||
Identify correctly and fully memorize knowledge basic knowledge Can reproduce the knowledge of the lesson to answer questions but not completely Error detected, not yet determined content to self-regulate. | M2 | 57 | ||
Identify correctly and fully memorize knowledge basic knowledge Fully reproduce the knowledge of the lesson to answer the questions Detect errors, determine content self-regulating | M3 | 810 | ||
Engine, | Don't like studying LS | |||
personality (expect | Not paying attention to lectures, learning LS, taking notes copy, read textbooks and reference materials | M0 | 01 | |
Enjoy learning LS through lectures and GV's instructions Pay attention to lectures, learn the lessons, take notes, read textbooks by yourself... | M1 | 24 | ||
want) | ||||
Interest | ||||
Love studying LS, looking for understand LS issues Pay attention to lectures, take systematic notes, read textbooks and reference materials on your own. according to your own ideas. | M2 | 57 | ||
Ingredients | study subject | |||
Love and desire to research knowledge LS formula, Self-motivated, enthusiastic and proactive in learning knowledge LS knowledge through individual learning and group cooperation. | M3 | 810 | ||
Persist overcome difficulties | Only study and learn when there is a test. Not proactive in taking time for TH LS. | M0 | 01 | |
in school | Learn by yourself, proactively ask teachers and friends. friends when faced with difficult topics or questions. Spent time on TH LS but not appropriate | M1 | 24 | |
practice | ||||
Self-adjust the TH plan appropriately and independently explore difficult problems of LS knowledge. Take time for TH LS | M2 | 57 | ||
Index behavior | Quality criteria | |||
Criteria | Level | Point | ||
Ingredients | Arrange, adjust TH plan, find every way to overcome difficulties in learning. Take time, have a reasonable TH plan, science. | M3 | 810 | |
Need TH | No need for TH | M0 | 01 | |
Need TH to complete the task that the teacher assigned | M1 | 24 | ||
There is a need for TH to complete and expand, improve your knowledge of LS. | M2 | 57 | ||
There is a high demand for TH to expand and learn. LS knowledge and application in practice see you off | M3 | 810 | ||
To use the above criteria system to evaluate historical literacy for high school students, teachers need to build evidence for each assessment criterion and each level from M0 to M3. Below is a specific example that we built when evaluating historical literacy through the self-use of visual aids of high school students when learning about geographical discoveries.
Evaluation quality criteria
Level | |
Not understanding how to observe maps of geographical discoveries includes the ability to observe symbols, arrows indicating directions and the path of geographical discoveries. Historical knowledge has not been exploited through the diagram of developments. Geographical knowledge to answer the path and consequences of geographical discoveries. | M0 (01 point) |
Understand how to observe maps of geographical discoveries includes the ability to observe symbols, direction arrows and the path of geographical discoveries but is not accurate. Exploited 23 geographical discoveries through the map and stated 2 consequences of geographical discoveries or exploited knowledge on the map but not accurately. Students only know the exploration route of Columbus and Vasco da Gama, but have not exploited the remaining geographical discoveries. Students have the knowledge to present 12 consequences of geographical discovery. | M1 (24 points) |