Historical knowledge and competencies assessment at the Secondary Education exams. A comparative analysis between Spain and England
Abstract
This article analyzes how historical
knowledge is assessed in England and
Spain in the exams taken by students at
the end of Compulsory Secondary Edu-
cation. For this purpose, a sample of inci-
dental nature was collected with a total of
40 exams (20 for each country) and 400
questions. To analyze these documents,
a database was designed with different
categories: typology of questions; requi-
red cognitive level; concepts of historical
thinking assessed. The quantitative data
were exported to SPSS 19.0 with a view
to analyzing the frequencies, percentages
and the relationship between variables.
The results showed significant differen-
ces between the two countries. While in
Spain memory-based knowledge of facts,
data and concepts continues to dominate,
in England, the methodological aspects of
historical evidence, source analysis, and
historical argumentation are even more
important.
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