From little things big things grow: scaling‐up assessment of experiential learning

Abstract

PurposeThe new economies of the twenty‐first century require new approaches to learning and teaching from higher education (HE). Accordingly many universities have gradually scaled‐up learner‐centred approaches, including flexible delivery and technology‐enhanced learning, from the domains of enthusiasts towards the institutional level. This paper seeks to argue that these new economies and styles of learning and teaching bring similar requirements for scaling of assessment practices in HE, in particular, that it is now time for many universities to consider change initiatives to scale‐up the assessment of experiential learning to the institutional level.Design/methodology/approachThe need to scale‐up assessment of experiential learning in the Australian and international higher HE contexts is discussed and a variety of change initiatives to scale‐up assessment of experiential learning at the University of South Australia is described. These initiatives are explored in the wider context of change management in HE.FindingsAssessment of experiential learning is at a tipping point where it needs to transition from the enthusiasts towards the mainstream of academics. Support for this process is a new challenge for academic developers, educational technologists, librarians and other stakeholders, akin to other recent challenges such as mainstreaming flexible learning and technology‐enhanced learning. It is argued that for change to succeed learners and academics require local or regional evidence that experiential learning and its assessment are both beneficial and manageable.Originality/valueTaking assessment of experiential learning to the institutional level is a challenge that is reminiscent of the need to scale‐up flexible delivery and technology‐enhanced learning over the past decade. Information that can help universities to graduate large numbers of knowledge workers with appropriate graduate attributes developed through experiential learning should be beneficial to the graduates, the institutions and society at large.

Surveying Assessment in Experiential Learning: A Single Campus Study

“…Since the introduction of the Kolb and Fry model, a range of EL teaching concepts and methods have been developed to facilitate this form of learning. Examples include: experiential education, i.e., learning through direct experience (Bruenig, 2005), students working with community partners or service learning (Grossman, Patel, & Drinkwater, 2010), working cooperatively within groups to find solutions to real problems or problem-based learning (Bethell & Morgan, 2011), and others such as action learning (discussion, role playing, debates, writing and reflecting), inquiry based learning, and case studies (Quinn & Shurville, 2009). These methods include EL in forms as simple as a group discussion or using the outdoors as a classroom.…”

“…A primary purpose of assessment is to validate the knowledge and skill level of a student for the benefit of the intended profession and society (Quinn & Shurville, 2009). Assessment frames student learning and can, in some cases, have more impact on the learning process than teaching (Gibbs, 2006).…”

“…Most instructors will teach and assess based on their own experience (Quinn & Shurville, 2009) and, as a result, tend to use traditional testing methods in EL courses. For example, although several studies use a range of assessment methods in EL courses such as journals, reports, group projects, presentations, self-evaluation, etc., these studies also still rely on traditional assessment formats such as tests and quizzes (Breunig, 2005;Garvin & Ramsier, 2003;Rhodes & Roessner, 2009).…”

Experiential Learning with Internal Audit Service Projects: Students’ Perceptions

“…Our current study uses listening concepts in a face-to-face environment to enhance the experiential learning environment. Quinn and Shurville (2009) discussed the need to assess experiential learning as it has transition from just the enthusiasts to mainstream higher education with the new educational economics. They asserted that experiential learning must be both beneficial and manageable in order to succeed.…”

The Perceived Impact of Information Technology Experiential Learning on Career Success: A Pilot Study

“…Justice, Fernandez, and Do [2] define such integration as being a "life-long learner" (p. 2). Kelley, as cited by Quinn & Shurville [11] , classifies life-long learning as a component of becoming a "knowledge learner" -one who is, "hired for their problem solving abilities, creativity, talent, and intelligence" (p. 331). Students must not only ascertain new subject-material through experiential learning, but must learn to keep learning.…”