Examining Authentic Intellectual Work with a Historical Digital Documentary Inquiry Project in a Mandated State Testing Environment

Three criteria for meaningful student learning—construction of knowledge, disciplined inquiry, and value beyond school—are assessed as authentic learning outcomes for an implementation of a digital documentary project in two fifth grade history classrooms where teachers’ practices are constrained by a high-stakes testing climate. In all three areas, there was ample evidence of student engagement in authentic intellectual work in the student-created movies. Only when teachers are ambitious in looking beyond test score outcomes will students have opportunities for meaningful and authentic intellectual experiences.