ABSTRACT
This chapter provides a critical overview of the state of assessment in history education. It focuses on developments in assessment in England since the 1990s, although a number of the ideas associated with these developments are part of debates about assessment in a number of countries. In England, the introduction of the National Curriculum and its associated assessment model provided highly influential in approaches to assessing history in primary and secondary schools. Any assessment needs to be valid, in the sense that it assesses what one wants it to assess. Different forms of questions in an assessment present different challenges in terms of meeting these requirements, the chapter addresses some popular forms of question. Multiple-choice questions are a regular feature of assessments in history internationally, with the American Advanced Placement assessments being perhaps the most well-known.
