ABRICOT MARCHANT, Nicole et al. Assessing Social Thinking: The Development of a Performance-based Instrument for Classroom Assessment. []. , 28, 96, pp.187-222.   05--2023. ISSN 1405-6666.

To contribute to classroom assessment in social science, this article presents evidence of the validity of an instrument based on the Bear Assessment System to provide feedback on social thinking. The participants were 175 university students who wrote a speech about a social problem, which was scored according to a specific rubric. Recognized evidence of the instrument's validity was provided by judges' reliability and the instrument's internal consistency, in addition to the observed four dimensions in its structure in line with theoretical expectations. No relations were identified between scores and gender, and the evidence did not support the expected positive relationship with scholastic performance. The conclusions emphasize the viability of assessing social thinking as a multidimensional construct for providing feedback on learning. Ideas for improving the instrument are presented.

: social learning; test validity; evaluation of learning; social science; study of history.

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