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Wilson, Suzanne M., and Samuel S. Wineburg. “Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers.” American Educational Research Journal 30(4) (1993): 729-69.


Responses of two high school history teachers on three performance assessments of teaching, part of the Stanford University Teacher Assessment Project, were analyzed. Differences that emerged in teacher attitudes and knowledge level illustrate what performance assessment can reveal about pedagogical knowledge and the implications for educational policy and practice.