Assess as you go: the effect of continuous assessment on student learning during a short course in archaeology

Abstract

A continuous classroom assessment technique, ‘Five‐minute’ essays, was applied during a short course called Scientific Methods in Archaeology—Applications and Problems, given at the Archaeological Research Laboratory, Department of Archaeology and Classical Studies, Stockholm University, Sweden. There was a strong positive and statistically significant correlation between the grades obtained by the students and time into the course. The results showed no significant difference based on gender but there might be a gender‐based difference in approach. The ‘Five‐minute’ essay was generally appreciated by the students even though some found it stressful. There was no significant difference in this appreciation based on gender. Several advantages of this assessment procedure in comparison with the more traditional final exam are presented.

Acknowledgement

The author would like to thank Dr. Rosalind Duhs, Programme Leader, Educational Development, at the Centre for Learning and Teaching (UPC), Stockholm University, Sweden, for comments and criticism on an earlier draft of this paper.