Surveying Assessment in Experiential Learning: A Single Campus Study

Abstract

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. L’objectif de cette étude était de déterminer quelles méthodes d’évaluation expérientielle sont employées dans les universités canadiennes et dans quelle mesure elles sont employées. Le fait d’explorer l’évaluation expérientielle permettra d’identifier quelles sont les méthodes employées couramment et facilitera le développement des meilleures pratiques d’évaluation dans le contexte de l’apprentissage expérientiel au niveau institutionnel. Les origines de l’apprentissage expérientiel se trouvent dans les travaux de Dewey (1938), modifiés plus tard par Kolb et Fry (1975). Les méthodes expérientielles comprennent : l’éducation expérientielle, l’apprentissage par le service, l’apprentissage par problèmes, ainsi que quelques autres tel que l’apprentissage par action, l’apprentissage par l’enquête et les études de cas. Les professeurs qui pratiquent actuellement l’apprentissage expérientiel dans les universités participantes ont été invités à remplir un questionnaire en ligne portant sur leur enseignement et leurs méthodes d’évaluation. Cet article partage les résultats et les analyses du sondage sur l’apprentissage expérientiel.

Performance, Preference, and Perception in Experiential Learning Assessment

“…This finding is similar to that of Struyven et al (2008b) who also found that students appreciated structure (in the form of the lecture). Such a result might also indicate the familiarity students have with the essay as it is a common assessment method in both traditional and in experiential learning environments (Yates et al, 2015). However, in the end, the essay was not preferred over the case study and the presentation possibly because the essay was a form of assessment that did not follow logically from the learning experience; similar to Struyven et al (2008a) who reported students did not prefer multiple choice following an activated learning experience.…”

“…Of these methods, the journal and the essay were individually completed assessments, whereas the case study and the presentation were group assessments. The essay was a form of traditional assessment, compared to the case study, journal, and presentation which were considered to be experiential (Yates et al, 2015). The specific questions asked by the assessment were designed by the researchers for the context of the learning experience.…”

“…Based on a recent survey of faculty at a Canadian university, a range of current EL methods of instruction and assessment were identified (Yates, Wilson, & Purton, 2015). Having identified commonly used methods of assessment in EL courses, it was then important to grasp the connection between EL assessment and how the methods demonstrate student understanding and engagement.…”

“…Through this process, new knowledge is created out of the transformation of the experience (Kolb & Kolb, 2005). Yates et al (2015) provide a useful overview of the richness of experiential learning as expressed in the literature. EL is characterized by methods that encourage students to take an active role in their education (Dennehy, Sims, & Collins, 1998) and relies upon communication between instructor and student, and between students (Van Eynde & Spencer, 1988).…”

“…However, less developed is the state of assessment in EL courses. Yates et al (2015) reported on the results of a campuswide survey of instructors identified as employing experiential learning methodology in their courses. The results indicated that four assessment methods were most commonly used: case study, presentations, journal, and essay.…”