Exploring the Characteristics and Implications of History Assessment Questions in Washington State -Focusing on Classroom-Based Assesment-

This study analyzed history assessment questions designed for classroom-based assessments in Washington State, aiming to draw implications for history department assessments. These questions, developed annually in accordance with Washington State's "The Social Studies K-12 Learning Standards," are presented as part of a data collection on a website. Following evaluations at school sites, performance and results are reported to the Washington State OSPI. The structure of the history evaluation data collection remains consistent across questions, incorporating various materials necessary to address the evaluation questions.Regarding the question format, it is of a single-task type, where students are required to construct their own answers, albeit within a limited response framework with specific restrictions. The evaluation criteria put forth emphasize the functional aspect, aligning with the principles found in the CCSS and the C3 Framework. The content characteristics of these questions are categorized into three types: Firstly, they provide diverse materials to aid students in solving assessment tasks. Secondly, evaluation questions are collaboratively developed across educational levels, from elementary to high school, assessing historical literacy in a hierarchical and increasingly complex manner as students progress through grades. Thirdly, there is an emphasis on the relevance of historical events to students' lives.