An Authentic Learning Approach to Assessment in Australian Archaeology

Abstract

A growing body of research exists that identifies the importance of authentic (including work integrated) learning for higher education. This follows increased pressure to produce graduates with skills and aptitudes that align with real-world requirements but also evidence which suggests long-term benefits of this form of self-directed and reflective learning. Major surveys involving academic and professional archaeologists have identified sizable gaps between university courses and the skill sets and attributes required by graduates seeking employment (eg. Ulm et al. in J Aust Archaeol Assoc 76:21–34, 2013). While there are many examples of active learning innovations in archaeology, the responsiveness of educators to these concerns is hard to gauge, as is the extent to which authentic learning has been scaffolded across the archaeology curriculum. This paper describes the adoption of a situated-learning, work-integrated approach to student learning for an “Australian archaeology” course at the Australian National University in Canberra. It reflects on the traditional/authentic divide including the value and constraints of such a model in the Australian higher education system.