Assessment · Research · Technology
Building better assessments through research, teaching, and technology
PhD researcher at Charles University. I study how students demonstrate epistemic knowledge in history — and build the tools to measure it.
Assessment · Research · Technology
PhD researcher at Charles University. I study how students demonstrate epistemic knowledge in history — and build the tools to measure it.
Research
Epistemic knowledge, cognitive validity, and assessment design in history education.
Teaching
Former deputy headteacher, history & Czech language and literature teacher at secondary and high school level.
Technology
Full-stack developer building assessment platforms and research tools.
Registered Report synthesising epistemic statements from 50 studies in historical thinking research, validated through a Delphi expert panel. Defines what students should know about how historical knowledge is constructed — and how to measure it.
Classroom-based online testing platform with 39 two-part multiple-choice items across three parallel test variants. IRT analysis of N=160 Czech secondary students shows epistemic knowledge is empirically separable from factual recall (R² ≈ 8%).
Think-aloud study (N=20 students, N=6 teachers) examining what cognitive processes historical assessments actually elicit. Epistemic annotation of protocols reveals that process-based coding alone masks the disciplinary knowledge distinguishing expert from everyday reasoning.
Looking for a collaborator on assessment research, a speaker on historical thinking measurement, or a consultant on test design? I’m open to joint projects, visiting talks, and advisory roles.