Creating a New Historical Perspective: EU and the Wider World ...

often used in history studies except as a tool for understanding the initial level of
student knowledge at the beginning of a course unit or study programme.
In some systems oral exams are used more commonly than written ones, or even
exclusively.
Students may be asked or required to present written or oral reports based on
specific reading assignments or circumscribed research tasks. The reports are assessed
and the assessment usually is taken into consideration in the final grade or
mark for the course unit. In some cases the entire course work may consist of one
or more oral or written reports and the assessment hence constitutes the final
result in its entirety. In some traditions reports have a codified scheme according
to which the argument must be treated (France); in other countries the form is
freer (usually the approximate length is specified), although general indications
about form may be given. The reports are judged by the interest and accuracy of
the contents and usually on the basis of clarity, efficacy and correctness of expression,
although these criteria may not be stated.
Classroom discussion/participation: in many of the ‘teaching formats’ identified
under point 2, students are encouraged, asked or expected to enter into discussion,
asking questions, formulating comments or giving information. The
discussion styles in different countries (and even with different teachers) are
markedly varied. In some instances, performance in discussion is taken into account
in a precise way; in others assessment of discussion is only used as a general
indicator of the interest and preparation of the student, to integrate the
results of exams or reports; in still others, assessment based on performance
in classroom discussion is specifically avoided, in order to encourage students
to express themselves freely and to use the discussion in a non-prescriptive,
unstilted, brain-storming style.
As mentioned above, a very significant method of both learning/teaching and
assessment is based on theses, dissertations or research papers. As this method is
central to the subject area, we examine it briefly as a separate point, here below.
5. Theses, dissertations and research papers
For some first cycle students, most second and, particularly, all third cycle students
in the field of History, the written research thesis or dissertation has a
fundamental role both in learning/teaching and in assessment. The production
of such a piece of work constitutes an important phase for the learner, who must
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