ABSTRACT
Drawing from a large-scale study of a project-based high school civics course, this chapter presents the Complex Scenario Test (CST) as a way to assess deeper civic learning. The CST assesses reasoning with content through a series of scenario-based prompts and students’ ability to transfer civic knowledge and reasoning to novel scenarios. We discuss the validity and reliability of the evidence gathered as part of the study and describe our efforts to address equity and fairness for all students.
