High-stakes exams in Greek history education: an example of old-fashioned history?
High-stakes exams in Greek history education: an example of old-fashioned history?

Summary/Abstract: This paper examines how high-stakes history exams in Greece—specifically the Panhellenic Examinations— shape teaching and learning. While modern educational theory emphasizes historical thinking, multiple perspectives and critical engagement, the analysis of 29 exam papers (2016–2025) reveals minimal use of multimodal historical sources, very limited use of primary sources, the near-total absence of comparative or evaluative tasks, and a strong bias towards national history. Such practices foster an exam-oriented culture that prioritizes factual recall over analytical skills, limiting students’ capacity for critical enquiry and engagement with contested histories. The authors argue that the entrenchment of this ‘old-fashioned’ model reflects broader choices at the level of educational policy. They advocate instead the radical reform of assessment practices in order to integrate diverse sources, multiperspectivity and formative methods, thereby aligning history education with the goal of preparing informed, critical citizens.

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