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Herman, J. L., Osmundson, E., Ayala, C., Schneider, S., & Timms, M. (2006). The Nature and Impact of Teachers’ Formative Assessment Practices. CRESST Report 703, Los Angeles, CA: UCLA National Center for Research on Evaluation, Standards, and Student Testing.

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• TITLE: Employing Empathy to Teach and Assess the Learning Process in Controversial Historical Issues

  AUTHORS: Thomas K. Babalis, Elisabeth D. Lazarakou

  KEYWORDS: Historical Empathy, Critical Thinking, Perspective Taking, Assessment of the Learning Process

  JOURNAL NAME: Creative Education, Vol.12 No.7, July 23, 2021

  ABSTRACT: In this paper, a proposal is presented concerning the teaching of a historical event through an emotional-experiential approach. The teaching approach refers to the historical event of the trial of the Athenian generals who were sentenced to death and executed immediately after their victory over the Spartan fleet in the Arginusae islands in 406 BC. We make use of the paradoxical decision of the Athenian citizens to execute their victorious generals in order to ask students a series of critical questions in the form of problems or dilemmas,inan aim to invigorate their reflection, nurture their thinking and to spark dialogue concerning issues of the past and the present. Along with understanding the action of historical persons, students are invited to evaluate their own beliefs and attitudes which are often biased and emotionally charged. The proposed teaching approach includes a series of empathic tasks which are in essence both teaching and assessment activities of student attitudes and beliefs as well as activities assessing the learning process. Conducting these activities ensures a continuous flow of information which can immediately be put to use in order to improve students’ cognitive, social and emotional performance as well as to enhance the learning process itself. Assessment of the learning process constitutes an integral part of teaching and takes place during every moment of classroom instruction while at the same time serving formative and feedback functions.