Seow Yongzhi (Broadrick Secondary School (Singapore)

Keywords
History
Approaches to teaching history

This paper identifies a gap between the teaching and assessment of historical concepts in upper secondary history in national examinations. It proposes four structured-essay question (SEQ) framings to assess students’ understanding of change and continuity, to be graded using the Levels of Response Mark Scheme (LORMS). The four framings are: the evaluation question, the watershed question, the given change question, and the periodisation question. These SEQ framings are practical and useful because they (1) dovetail with humanities teachers’ training and present practice, (2) structure scaffolds for conceptual teaching of change and continuity, and (3) provide a pathway for lateral expansion of assessment practices, to align with the syllabus and Teaching and Learning Guide (TLG).

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Attachment	Size
Appendix A	315 KB
Appendix B	170 KB
Appendix C	219 KB
Appendix D	138 KB