TIMOTHY ADAMS, EdD, is the Principal of the Sacred Heart Academy in Louisville, Kentucky. Prior to becoming the principal, Timothy taught sec¬ondary history in Indianapolis, IN and Chicago, IL, and earned his EdD from Vanderbilt University in 2021.
ANITHA OFORIWAH ADU-BOAHEN, PhD, is a Senior Lecturer and the cur¬rent Head of the Department of History Education at the University of Education, Winneba. She holds a PhD in Arts Education from the Univer¬sity of Cape Coast. Her primary research areas of interest include history education, curriculum implementation, and evaluation. She is the author of several research papers published in reputable journals. She has presented papers at international conferences on history education and other educa¬tion-related fields. Additionally, she has undertaken several consultancy as¬signments for local and international organizations, including Transforming Teacher Education and Learning (T-TEL) and the National Council for Curriculum and Assessment (NaCCA), among others. Internationally, she has participated in various projects, including the Free University of Berlin project on Post-Colonial Historical Learning and the Professionalization in Teacher Training in History: The Example of West Africa, as well as a project with the Norwegian University of Science and Technology (NTNU) in the NORPART initiative.
SUHAIMI AFANDI is Assistant Dean in the Office of Graduate Studies and Professional Learning and Senior Lecturer with the Humanities and Social Studies Education Academic Group at the National Institute of Education (NIE) of Singapore. He received his doctoral degree from UCL's Institute of Education. His research focuses on teacher conceptions about students' ideas in history and how students understand the past. He taught histo¬ry at secondary and junior college levels in Singapore. At NIE, he teaches history education at undergraduate and postgraduate levels, focusing on in-quiry-based practices and research-informed pedagogies that support the development of students' historical understandings.
GULZAR AHMAD, PhD Candidate, Department of Curriculum and Pedagogy, Faculty of Education, University of British Columbia. His PhD research employs Critical Discourse Analysis (CDA) to examine grand narratives, exclusions, hidden meanings, and silences in history and social studies text¬books in Pakistan from the perspectives of religion, ethnicity, and gender. It specifically investigates the implicit and explicit representation of "Islam as a complete code of life" from the perspectives of religion, ethnicity, and gender entrenched in the textbooks, which serve as ideological state apparatuses de¬signed to cultivate consent that feeds into popular culture, further aligning with the religiously informed exclusionary national discourse prevalent in the country.
FREDRIK ALVÉN in an Associate Professor in History and History Didac¬tics and works as a Lecturer in History and History Didactics at Malmö University. His research interests include historical consciousness, historical culture and narratives, history and morality, and history teaching and assess¬ment. He was part of the working group that constructed the first national tests in history in Sweden. Alvén has also worked as a history teacher for fourteen years in the compulsory school, grades 7-9.
ALISON BEDFORD is Senior Lecturer of Curriculum and Pedagogy at the University of Southern Queensland, Australia. Her research focuses on his¬tory curricula and pedagogy, and the teaching and study of literature. Her recent publications have focused on history in the Australian curriculum and effective inquiry pedagogies, and in representations of diversity in chil¬dren's literature. She also has an interest in the intersections between science and fiction. Alison is a co-founder of the German-Australian Literature and Artistic Collective (GALACTIC), an international research collaboration focusing on children's literature. She is co-founder of the History Educators' Regional Network.
DENISE BENTROVATO, PhD, is a Senior Researcher in History Education at the University of Pretoria and a Research Fellow at the Catholic University of Leuven. She currently serves as the Co-director of the African Associa¬tion for History Education and as President of the International Research Association for History and Social Sciences Education. Her research cen¬ters on the history, politics and practice of history education across the Afri¬can continent, including issues around decolonization, historical justice, the place of the minoritized and young people's historical consciousness.
MARKUS BERNHARDT has been a Professor of History Didactics at the Uni¬versity of Duisburg-Essen since 2011. He studied history and Latin at the Justus Liebig University in Giessen and subsequently worked as a teacher for eleven years. In 2002, he moved to the University of Kassel as an Assis¬tant Professor of History Didactics. From 2008 to 2011, he was a Professor of History and its Didactics at the Freiburg University of Education. His didactic research focuses on empirical studies of image perception and lan¬guage acquisition in history classes. Another focus is on the methodology of history teaching and the significance of time concepts and practices for historical learning.
RAN BI is a bilingual history instructor in Shanghai, China, teaching students aged 15 to 17. In 2019, she enrolled in University College London, majoring in Education (History), and obtained a Master's degree in Education. She has possessed teaching experience as a history instructor since her under-graduate studies. She is now dedicated to examining the history curriculum from an Asian viewpoint, encompassing cross-cultural exchanges related to gender and nationality.
CARLA VAN BOXTEL is Professor of History Education at the Research Insti¬tute of Child Development and Education of the University of Amsterdam. She leads the research group on domain-specific learning and works as a teacher trainer. She is trained as a historian and educational scientist. Her main research topics are the learning and teaching of history in schools and museums, and particularly students' historical thinking, reasoning, and argumentation, epistemic beliefs, critical thinking, and the understanding of controversies.
YEOW-TONG CHIA, PhD, is Senior Lecturer in History Education at the Uni¬versity of Sydney. His research centers on the critical issues of education, citizenship, and state formation, including history, civics, and social studies curricula, as well as higher education in the Asian context. His work in¬terrogates the complex intersection between Asian studies, the history of education, and comparative education by recalibrating current comparative and international education approaches. He authored the book Education, Culture and the Singapore Developmental State: World-Soul Lost and Re¬gained? (Palgrave Macmillan 2015), and co-authored Teacher Education in Singapore: A Concise Critical History (Emerald 2022). His latest book, co-edited with Zhenzhou Zhao, is Citizenship and Education in Con¬temporary China: Contexts, Perspectives and Understandings (Routledge 2023).
JANNET VAN DRIE is Associate Professor in the Research Institute of Child Development and Education, University of Amsterdam. Her main research focus is on the teaching and learning of history, in particular students' his¬torical reasoning and how this can be promoted in the classroom. Research topics include, among others, teaching historical thinking and reasoning, disciplinary writing, and classroom interaction. Next to these research activ¬ities, Jannet also works as a teacher trainer.
SYLVAIN DOUSSOT is Professor of Science Education (History Didactics) at the University of Nantes. His PhD (2009) focused on graphic and language tools for conducting historical investigations in the classroom and among historians. He has also researched the conditions for developing students' skills in conducting historical investigations through a progressive curric¬ulum. His current research focuses on the teaching and learning of histo¬ry and its links with citizenship education. He is particularly interested in transposing the relationship between knowledge texts and knowledge prac¬tices from the scientific world of reference to the school world through the notion of inquiry.
CATHERINE DUQUETTE, PhD, is a Professor of History Education in the De¬partment of Education at the Université du Québec à Chicoutimi (UQAC). She has published several journal articles and book chapters about historical thinking, historical consciousness, and the role of assessment in history ed¬ucation. Her current research interests include progression models for his¬torical thinking, the impact of provincial examination for history education and the question of assessment. Over the last five years, she has worked with the ministries of education in different Canadian provinces providing pro¬fessional development for high-school social studies teachers. She teaches with Prof. Laurie Pageau at the annual Historical Thinking Summer Insti¬tute organized by Professor Lindsay Gibson and has partnered with History Canada on several occasions.
PRINCE ESSIAW is a History Educator at Enchi College of Education in Gha¬na. He holds degrees in Curriculum and Teaching and History Education from the University of Cape Coast and the University of Education, Win¬neba, respectively. He has participated in international exchanges, including the Colonial Memory Project in Berlin and Copenhagen Professionskòlen's Social Pedagogy program. As a technical expert for the National Council for Curriculum and Assessment (NaCCA), he develops and reviews history curriculum materials. His research interests focus on history education, par¬ticularly curriculum development, textbook analysis and historical thinking.
ÁGNES FISCHERNÉ DÁRDAI, Prof. Dr. PhD, is Professor Emerita, Faculty of Arts and...

Peter Gautschi, Lindsay Gibson, Karel Van Nieuwenhuyse, Joanna Wojdon: Assessment Through Written Exams in History Education

Heather Sharp, Louise Zarmati, Alison Bedford, David Nally (Australia): A Case Study of Two Ancient History Examinations in Australia

Georg Marschnig (Austria): Choose Your Fighter! Assessing Historical Thinking in an Austrian Grammar School

Karel Van Nieuwenhuyse (Belgium): The Ideal and the Reality. Historical Thinking Assessed in a Written Exam in Flemish History Education

Catherine Duquette, Lindsay Gibson (Canada): The Good, the Bad, and the Ugly. The Impacts of the Quebec Provincial History Exam on Teaching and Learning History

Ran Bi, Yeow-Tong Chia (China): Constrained History. Boundaries of Thought in China's Exams

Jéssica Ramírez-Achoy (Costa Rica): Social Studies and the Assessment of History Teaching. The Case of Costa Rica

Katja Gorbahn (Denmark): The Danish A-Level History Exam (stx)

José Montoya, María Julia Flores (El Salvador): The Evaluation of History in El Salvador's Secondary Education System

Terry Haydn (England): An Analysis of Changes to the School History Exam for 16-Year-Olds in England, 1965 to the Present

Jan Löfström (Finland): The Finnish Matriculation Exam in History. Are the Exam Tasks and Assessment Criteria Aligned With Curriculum Aims?

Sylvain Doussot (France): From the Text of the Exam to the Activities It Calls for. The Case of the New Baccalauréat Exam

Charlotte Husemann, Markus Bernhardt (Germany): History Exams in German (Secondary) Schools. Evaluating the Gap Between Curriculum Goals and Classroom Reality

Anitha Oforiwah Adu-Boahen, Charles Adabo Oppong, Prince Essiaw (Ghana): Examining Assessment Practices in Ghanaian Senior High-School History Education. Structure, Content and Stakeholder Perspectives

Ágnes Fischer-Dárdai, József Kaposi, Judit Tóth (Hungary): Comparative Analysis of Requirements for the Written History Matura and the Implemented Examination Tasks

Lindsay Gibson, James Miles: Historical Thinking in the IB History Exam. Central Theory or Superficial Inclusion?

Roy Weintraub (Israel): Historical Thinking and Ist Limitations in Israel's State Education Exam

Akiko Utsunomiya, Nobuyuki Harada (Japan): Educational and Entrance Examination Reforms in Japan. An Analysis of History Examination Questions

Sook Wie Wong (Malaysia): Unpacking the Malaysian History Exam of 2022. The Ideology of Malay Dominance and Blurring the Lines Between Civic and History Education

Jannet van Drie, Tim Huijgen, Carla van Boxtel (Netherlands): The National History Exam in the Netherlands. What Should Students Understand and Be Able to Do?

Barbara Ormond (New Zealand): The Complexities of Standards-Based Assessment for History in New Zealand

Gulzar Ahmad (Pakistan): Dissecting the Binary View of History in Pakistan Studies Exams for Secondary and Higher Secondary Schools

Joanna Wojdon, Elwira Górczak-Ulman, Wodzimierz Kowalczyk, Piotr Podemski, Wacaw Suski (Poland): From Facts to Opinions. Evolution of the Polish Matura Exam in History

Suhaimi Afandi, Edward Y F Tan (Singapore): From History Curriculum to Classroom. The Influence of Assessment on Teaching and Learning Practices in Singaporean Secondary Schools

Johan Wassermann, Denise Bentrovato (South Africa): Source-based Work in South Africa's Grade 12 History Examination. Between Curriculum Intentions and Summative Assessment Practices

Mimi Lee, Soeun Lee (South Korea): Assessing History in South Korea's College Scholastic Ability Test

David Rosenlund, Fredrik Alvén (Sweden): Revisiting Historical Consciousness in Swedish Large-Scale Assessment. Does a Push for Reliability Affect the Content of a Large-Scale Test in History?

Jasmine Steger (Switzerland): Assessment in History Education. The Case of Switzerland

Peter M. Nelson, Timothy Adams (USA): An Analysis of the Advanced Placement United States History (APUSH) Exam

Peter Gautschi, Lindsay Gibson, Karel Van Nieuwenhuyse, Joanna Wojdon: Putting History to the Test: Conclusions and New Directions