History education in India is still dependent on a bookish way of learning. Syllabus-based learning is not effective enough to validate historical thinking among students. Hence, a design-led intervention through which a digital assessment system could promote better historical understanding and learning among students in middle school is the goal of the project.

The assessment system on a digital platform aims at creating better historical thinking within the framework of existing textbook chapters. For this, the potential knowledge bank of the textbooks was evaluated on the basis of existing learning strategies and frameworks in historical learning. From this, possible question types were identified that could be looked at through a digital platform. After this, the additional or supporting tools for the questions were designed. The assessment system aims at creating better classroom interaction among teachers and students to promote history as more than just a hypothetical and non-concrete subject. Furthermore, the tool intends to create an answering space using visual, textual, and timeline components. This is to grasp how better historical thinking can be inculcated in a classroom over the existing practises, which are mainly from textbooks.