Development of the historic thought. Analysis of tests for students

Abstract

The main objective in this article is to analyze the contents and cognitive level in the history tests for students in 13 public schools in Bogotá. A mixed methodological design was used; it combined the systematization of both qualitative and quantitative data from the test contents. The results indicate that the backbone for the teaching and evaluation is a linear timeline divided into eras. To a greater extent, the tests ask the students basically to memorize and recall data. This is an elementary evaluation that prioritizes the conceptual contents and involves quite little procedural contents.