These quizzes are timed, hands-on,
practical
assessments that tests students' comprehension of relevant archaeological methods and subject matter. They test cumulative knowledge gained through the course (i.e. content from all weeks prior may be included) and run during class time. Consisting of multiple choice and/or short answer responses to practical questions, these quizzes are designed with an emphasis on testing practical knowledge. In ARCS2168 and ARCS2003, students move between physical 'stations' (each with a different archaeological specimen) and answer questions pertaining to those artefacts. Students have limited time at each station in which to answer the question/s. In the context of archaeology, this assessment provides students with practical skillsets and replicates tasks that likely encountered in professional archaeological settings. This techniques could be used across disciplines to test students' ability to identify key elements of a particular piece of evidence; artefact; or to test practical understandings of various qualities of that artefact, within a strict timeframe. For example, Anthropology students might be asked questions relating to cultural artefacts; Music students could be asked to answer questions relating to pieces of sheet music; and Political Science students might respond to extracts from legislation or political commentary videos.
Advantages
Through this
practical
technique staff can readily observe student performance, identify (and provide early intervention for) students at risk, and provide timely feedback at the time of assessment. A 'hands-on' assessment disseminated through an
active learning
environment focused on in-depth practical knowledge, engagement and critical thinking. A technique that is easily transferred between and among disciplines dealing in material culture or who engage with specific equipment or artefacts (even if practical/ laboratory-based exercises are not traditionally used).
Challenges
This technique may be challenging to students accustomed to standard exams or quizzes. These students are supported by making
practical
quizzes a regular part of assessment, to provide professional socialisation and familiarity with disciplinary skills. Requires sourcing sufficient practical evidence, specimens, or archaeological material (as well as availability of lab space).
Tips for implementation
Coordinators should take time to create sufficiently engaging and challenging
quiz
collections (i.e. specimens, artefacts etc.) and ensure that the questions related to each correspond adequately to the course content. For breadth of approach quiz questions should be a combination of diagnostic/descriptive, interpretive and argumentative; or require differing types of responses (e.g. short answer, drawings, multiple choice etc.).
How it supports academic integrity
The assessment is supervised and performed in real time, hence there no opportunity for outsourcing of work, and collusion or copying is readily detectable.
PLEASE NOTE: The academic integrity information displayed on this page is currently under review. Some examples and descriptions were developed before the widespread availability of generative AI tools and may not reflect current approaches to assessment security. When adapting an assessment idea, staff should consider how the design supports authorship, verifies student achievement of learning outcomes, and mitigates inappropriate use of AI and other forms of academic misconduct.
