Pensar históricamente: una estrategia de evaluación formativa

Through historical thinking, history is a science that gives meaning to sources and events and raises historical awareness. Elementary school students’ results in historical understanding are very low. The aim of this research was to design a formative assessment strategy to develop and assess the substantive and procedural concepts involved in historical thinking. The strategy was implemented in four teams made up of three students with different levels of knowledge. Feedback was provided using validated rubrics across five time periods, as provided by the history syllabus for the second year of junior high school. The results show a progression of ideas for each procedural concept while using the strategy, and therefore it is concluded that it was a useful tool for achieving the planned objective.