"Can You Dig It?" Developing an Approach to Validly Assessing Diverse Skills in an Archaeological Context

Autor/inn/en	Johnson, Martin; Lewis, Carenza
Titel	"Can You Dig It?" Developing an Approach to Validly Assessing Diverse Skills in an Archaeological Context
Quelle	In: Journal of Vocational Education and Training, 65 (2013) 2, S.177-192 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2012.755212
Schlagwörter	Foreign Countries; Universities; Outreach Programs; Secondary School Students; Archaeology; Skills; Competency Based Education; Agency Cooperation; Learner Engagement; Higher Education; Access to Education; Student Evaluation; Development; Case Studies; United Kingdom (Cambridge) + Suchen Sie Ihr Suchwort? Ausland; University; Universität; Jobcoaching; Sekundarschüler; Archäologie; Skill; Fertigkeit; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Access; Bildung; Zugang; Bildungszugang; Schulnote; Studentische Bewertung; Entwicklung; Case study; Fallstudie; Case Study
Abstract	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. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10