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Historical Sources in Exam Tests: An Analysis of School Leaving Exam Tasks in Terms of the Use of Primary Sources

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Title: Historical Sources in Exam Tests: An Analysis of School Leaving Exam Tasks in Terms of the Use of Primary Sources
Language: English
Authors: László Kojanitz
Source: Hungarian Educational Research Journal. 2023 13(4):552-566.
Availability: AK Journals. 1117 Budapest, Budafoki str. 187-189, A Building, 3rd floor, Budapest, Hungary. Tel: +36-1-464-8282; Fax: +36-1-464-8251; e-mail: info@akjournals.com; Web site: https://akjournals.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2023
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Foreign Countries, Exit Examinations, Minimum Competency Testing, Test Content, Test Format, Test Items, History Instruction, Primary Sources, High Stakes Tests, Performance Based Assessment, Educational Change
Geographic Terms: Hungary
ISSN: 2064-2199
Abstract: In 2005 the Hungarian school-leaving examination system underwent a significant transformation. In case of history the aim was to give a greater role to the development of students' knowledge acquisition and source analysis skills by more focusing on students' work with historical sources in classes. However, it was clear that the achievement of these goals would also depend on the new exam tasks. Those determine whether the reform will be able to get real change. So I carefully examined those tasks of the past fifteen years exams that contained primary sources. I wanted to give an accurate picture of which types of tasks were most frequent and how they could be assessed in terms of the original objectives of the reform and the competency requirements of the school leaving examination. Based on the conclusions drawn from the results of the investigation, I formulate proposals for changing the composition of the exam tasks and preparing for writing the tasks.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1410300
Database: ERIC
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  Data: Historical Sources in Exam Tests: An Analysis of School Leaving Exam Tasks in Terms of the Use of Primary Sources
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  Data: AK Journals. 1117 Budapest, Budafoki str. 187-189, A Building, 3rd floor, Budapest, Hungary. Tel: +36-1-464-8282; Fax: +36-1-464-8251; e-mail: info@akjournals.com; Web site: https://akjournals.com
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  Data: In 2005 the Hungarian school-leaving examination system underwent a significant transformation. In case of history the aim was to give a greater role to the development of students' knowledge acquisition and source analysis skills by more focusing on students' work with historical sources in classes. However, it was clear that the achievement of these goals would also depend on the new exam tasks. Those determine whether the reform will be able to get real change. So I carefully examined those tasks of the past fifteen years exams that contained primary sources. I wanted to give an accurate picture of which types of tasks were most frequent and how they could be assessed in terms of the original objectives of the reform and the competency requirements of the school leaving examination. Based on the conclusions drawn from the results of the investigation, I formulate proposals for changing the composition of the exam tasks and preparing for writing the tasks.
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Exit Examinations
        Type: general
      – SubjectFull: Minimum Competency Testing
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      – SubjectFull: Test Content
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      – SubjectFull: Test Format
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      – SubjectFull: Test Items
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      – SubjectFull: History Instruction
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      – SubjectFull: Primary Sources
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      – SubjectFull: High Stakes Tests
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      – SubjectFull: Educational Change
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      – SubjectFull: Hungary
        Type: general
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      – TitleFull: Historical Sources in Exam Tests: An Analysis of School Leaving Exam Tasks in Terms of the Use of Primary Sources
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