Examples of in-class assessments:

This part of the assessment will be applied during the physical class, using iClickers.

Multiple Choice Questions

Question to be posted at the beginning of part V. The objective of this question is to be a pre-assessment:

• What do you know about this photograph?
  1. I have never seen it before.
  2. I saw it before, but don’t remember the context.
  3. I saw it before and have a general idea of what is it about.
  4. I know the story behind this photograph.

Question to be posted at the end of part XIII. The objective of this question is to verify attendance at the end of the activity:

• Which of the following better describe the context in which the pictures were taken?
  1. The girl was naked in protest to the Vietnam war.
  2. The photographer was lucky to be the only one in site to capture these images.
  3. The children are orphans escaping from a massacre in their village.
  4. The local people were escaping from an accidental explosion.

This part of the assessment must be completed in paper.

Restricted Responses

Question to be answered in the classroom, after part I, and to be incorporated into the journal later:

• Instructions: In 3-5 sentences, respond to the following question: “What is your first impression of the photograph? What seems to be happening?” you have 3 minutes to think and write your response.
• Goals: Assess the first impression of the student, and help the student to keep track of the interpretation process.
• Objectives: Maintain the students focused on the activity, stimulate the students to pay attention to different aspects of the material presented in class, help the students to keep record of the interpretation process, and facilitate the construction of the journal.
• Rubric for responses can be found here.

Question to be answered in the classroom, after part I, and to be incorporated to the journal later:

• Instruction: In 3-5 sentences, respond to the following question: “How did your first impression changed after discussion in the classroom?” you have 3 minutes to think and write your response.
• Goals: Assess the first impression of the student, and help the student to keep track of the interpretation process.
• Objectives: Maintain the students focused on the activity, stimulate the students to pay attention to different aspects of the material presented in class, help the students to keep record of the interpretation process, and facilitate the construction of the journal.
• Rubric for responses can be found here.

Rationale: These two questions will be important for the students to keep track of their own process of interpretation developed during the class. I will let them know that the responses for these questions must be in the journal. The development of ideas can extend the limit of sentences in the journal, but in the classroom the answer must be written in about 2 minutes. I’m expecting personal responses, in which the students must communicate their interpretation process in a cohesive form, which allows readers to follow the steps of their interpretation. It must be clear if and how their interpretation changed along the exercise by explaining how it was before class, and the process of how it was developed. In the journal assignment they will have to scan the original sheet of paper they used in the classroom, and I will check for the completion of these answers and whether the student incorporated new information to the analysis during the class.

Extended Responses:

Question to be answered outside the classroom, as part of the Journal assignment:

• Instructions: In three paragraphs of 5 sentences each, critically respond to the following question using a case study of your choice (can be the one we discussed in the classroom or the one you chose to your blog): “How are historic photographs an important tool for learning about the past?”
• Goals: Understand how photographs can be used as a complementary tool in archaeological analysis.
• Objectives: Critically evaluate the activity of interpreting photographs, and reference to a case study of their choice (e.g., which will be incorporated to their blog or journal). Summarize the information presented in this set of photographs, as well as an example of how the lack/presence of information may lead to contrasting interpretations.
• Rubrics can be found here.

Question to be answered outside the classroom, as part of the Journal assignment:

• Instructions: In two paragraphs of 5 sentences each, critically respond to the following question using a case study of your choice (can be the one we discussed in the classroom or the one you chose to your blog): “We are living in an era of digital, multiple, and instantaneous sharing of photographs. How do you think that modern society will be able to keep record of all the historical photos and how would personal perspectives collaborate to how future generations interpretation of historical events?”
• Goals: Understand how archaelogic analysis can be limited by the type of material evidence.
• Objectives: Critically evaluate of the activity of interpreting photographs, evaluate how the lack/presence of information may lead to contrasting interpretations.
• Rubrics can be found here.