The Necessity of Determining Assessment Methods for a Research-Based Social Studies Curriculum Model in Lower Secondary Education
Keywords:
Assessment Methods, Inquiry-Based Curriculum, Social Studies, Middle SchoolAbstract
This study aimed to identify and explain appropriate assessment methods for a research-based curriculum model in lower secondary social studies. This research employed a sequential exploratory mixed-methods design. In the qualitative phase, qualitative content analysis was conducted using semi-structured interviews with 12 experts and faculty members from Farhangian University and higher education institutions in Golestan Province, selected through purposive sampling. In the quantitative phase, a survey method was applied using a researcher-developed questionnaire derived from the qualitative findings. The statistical population consisted of lower secondary social studies teachers in Golestan Province, from whom 250 participants were selected through convenience sampling based on the Krejcie and Morgan table. Qualitative data were analyzed inductively, while quantitative data were examined using inferential statistics and structural equation modeling with Smart PLS software. The results of the one-sample t-test indicated that the mean score of teachers’ perceptions regarding the proposed assessment methods was significantly higher than the hypothetical mean (p<0.05). These findings confirm the statistical acceptance of the proposed assessment methods and highlight a strong emphasis on formative, continuous, process-oriented, and learner-centered assessment approaches. The findings suggest that assessment within a research-based social studies curriculum should be conceptualized as an integral component of the learning process, focusing on students’ inquiry processes, critical thinking, and problem-solving skills in order to promote deep and meaningful learning.
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Copyright (c) 2025 Ebrahim Nazari (Author); Maryam Safari; Ali Asghar Bayani, Hassan Saemi, Mohammad Mahdi Naderi (Author)
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