During the nineteen nineties, national debates about ‘new history teaching’ in the Netherlands – like in many other western countries – led to political pressure demanding more ‘factual knowledge’. The commission which was given the task of developing a new national curriculum, however, did not produce the required list of names and dates of important historical events and personalities, but put forward the idea of ‘frame of reference knowledge’ which could support historical orientation in time. Testing frame of reference knowledge meant a completely new paradigm for the national examinations. The article reports about a pilot project with this new type of examination.
|Title of host publication||Joined-up history|
|Subtitle of host publication||new directions in history education research|
|Editors||Arthur Chapman, Arie Wilschut|
|Place of Publication||Charlotte, NC|
|Publisher||Information Age Publishing|
|Publication status||Published - 2015|
|Name||International Review of History Education|