Surveying Assessment in Experiential Learning: A Single Campus Study
The purpose of this study was to determine the methods of experiential assessment in use at a Canadian university and the extent to which they are used. Exploring experiential assessment will allow identification of commonly used methods and facilitate the development of best practices of assessment...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Society for Teaching and Learning in Higher Education
2015-12-01
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| Series: | Canadian Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/4 |
| Summary: | The purpose of this study was to determine the methods of experiential assessment in use at a Canadian university and the extent to which they are used. Exploring experiential assessment will allow identification of commonly used methods and facilitate the development of best practices of assessment in the context of experiential learning (EL) at an institutional level. The origins of EL are found in the work of Dewey (1938), later modified by Kolb and Fry (1975). Experiential methods include: experiential education, service learning problem-based learning and others such as action learning, enquiry-based learning, and case studies. Faculty currently involved in EL at the participating university were invited to complete an online survey about their teaching and assessment methods. This paper will share the results and analysis of the EL inventory survey. |
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| ISSN: | 1918-2902 1918-2902 |