‘Can you dig it?’ Developing an approach to validly assessing diverse skills in an archaeological context

Johnson, Martin and Lewis, Carenza (2013) ‘Can you dig it?’ Developing an approach to validly assessing diverse skills in an archaeological context. Journal of Vocational Education & Training, 65 (2). pp. 177-192. ISSN 1363-6820

Full content URL: http://dx.doi.org/10.1080/13636820.2012.755212

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This paper outlines a case study of an assessment development process which contrasts with more recent ‘top-down’ trends in assessment which tend to leave assessment development processes opaque to users. This paper describes the processes of a collaborative, multi-agency project which set out to develop an assessment framework which would appropriately recognise the various skills present in the Higher Education Field Academy; a widening participation programme aiming to boost the educational aspirations, enthusiasm and attainment of secondary school students through their engagement in archaeological excavation. The case study describes the stages of building an assessment framework that was sympathetic to the intentions of a learning programme whilst providing robust observation-based outcomes that avoided heavy assessment processes that could corrupt learning relationships. The challenges involved in this development process have important parallels with vocational assessment; not least in providing an example of a localised development of an observation-based assessment model which can be used in diverse settings. The insights gained from this case study are useful for others who are engaged in localised assessment development processes.

Keywords:assessment, access to HE, education & training assessment, curriculum innovation, competence
Subjects:V Historical and Philosophical studies > V400 Archaeology
X Education > X330 Academic studies in Secondary Education
Divisions:College of Arts > School of History & Heritage > School of History & Heritage (Heritage)
ID Code:17572
Deposited On:03 Jun 2015 10:14

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