Abstract
This paper reports research into teaching and learning of archaeological practical work and professional practice skills through an undergraduate work placements course offered by the University of Sydney. One aim of the research was to improve course assessment through the development of criteria to measure competency and learning outcomes, based on ideas of educational theorists such as Biggs, Collis and Ramsden. Data from markers’ comments on student notebooks and supervisors’ comments on student performance were analysed in terms of scales of learning and competency. The results are discussed in the wider context of professional archaeological practice in Australia, to address the questions: What is good archaeological practice and how can archaeologists measure and promote it? Given the current and likely future state of the Australian university system, how can universities and professionals best cooperate to improve student learning?
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
