Typical History Essay Questions

Typical History Essay Questions-85
According to the cognitive and constructivist assessment, it is essential to pay attention to the quality of learning and to the paths of thought indicated in essays.It is of importance that the student constructs a personal product, and does not repeat the discourses of the textbook or the teacher (Newmann 1992, 52-53).

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As text- types, part of the student essays were expository, but as explaining the background of the bank crisis, most students applied narrative structures.

Introduction Essays or essay-type answers in which the student expresses his or her knowledge and thoughts as a longer written product constitute a traditional instrument of assessment in various domains of knowledge, in schools (particularly for more advanced students) as well as in higher education.

Both tasks required understanding causal relations and abstract economic concepts. Major differences were revealed both in contents and in knowledge organisation.

In higher level essays economic phenomena were discussed analytically and they indicated understanding abstract concepts.

The essay is, however, always more than the sum of the parts it consists of.

It is defined here as the conceptual construction which the student composes from his/her knowledge and ideas about the topic.

A typical mediocre answer consisted of a diverse content, but it was a kind of list of consequences or causes.

Weak answers were based on unspecified concepts, concrete themes.

One can often see great inter-individual variations as to the level of abstraction of the content and to the extent to which the student is able to go beyond the topic and connect it to a broader context. Essay type categories and their correspondence to the SOLO taxonomy.

In the higher-level essays, economic phenomena were discussed analytically in the light of relevant information.


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