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Experiential Learning Assessment: A Dive into the Literature

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Title: Experiential Learning Assessment: A Dive into the Literature
Language: English
Authors: Jun Fu (ORCID 0000-0003-4545-8050), Bryant Hutson (ORCID 0000-0003-3180-563X), Kari Thierer (ORCID 0009-0008-2480-6726), Xue Zhang (ORCID 0000-0001-5977-3639), Jessica Taylor (ORCID 0009-0007-3799-6648)
Source: Intersection: A Journal at the Intersection of Assessment and Learning. 2025 6(1):3-20.
Availability: Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Experiential Learning, Outcomes of Education, Educational Theories, Models, Cognitive Development, Knowledge Level, Skill Development, Student Evaluation, Evaluation Methods, Higher Education
ISSN: 2688-7207
Abstract: Experiential learning, which emphasizes gaining new skills, knowledge, and perspectives through experiences, has become one of the most influential models for transforming students' learning and development in a variety of contexts from academic settings to workplace training programs. The current body of research on the assessment of experiential learning indicates both the limitations and the possibilities that exist to move beyond those limits. The purpose of this paper is to examine both the theoretical foundations of experiential learning, and the assessment of experiential learning based on the existing literature. We note that there seems to be little attention paid to how to align experiential learning with explicit student learning outcomes. It becomes essential for educators to reframe experiential learning to focus on student learning outcomes. Drawing on the relevant studies, we discuss potential strategies and approaches for future research and practice in assessing experiential learning.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479730
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Jun+Fu%22">Jun Fu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4545-8050">0000-0003-4545-8050</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bryant+Hutson%22">Bryant Hutson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3180-563X">0000-0003-3180-563X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kari+Thierer%22">Kari Thierer</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-2480-6726">0009-0008-2480-6726</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xue+Zhang%22">Xue Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5977-3639">0000-0001-5977-3639</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+Taylor%22">Jessica Taylor</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-3799-6648">0009-0007-3799-6648</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Intersection%3A+A+Journal+at+the+Intersection+of+Assessment+and+Learning%22"><i>Intersection: A Journal at the Intersection of Assessment and Learning</i></searchLink>. 2025 6(1):3-20.
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  Data: Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection
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  Data: <searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Theories%22">Educational Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink>
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  Data: Experiential learning, which emphasizes gaining new skills, knowledge, and perspectives through experiences, has become one of the most influential models for transforming students' learning and development in a variety of contexts from academic settings to workplace training programs. The current body of research on the assessment of experiential learning indicates both the limitations and the possibilities that exist to move beyond those limits. The purpose of this paper is to examine both the theoretical foundations of experiential learning, and the assessment of experiential learning based on the existing literature. We note that there seems to be little attention paid to how to align experiential learning with explicit student learning outcomes. It becomes essential for educators to reframe experiential learning to focus on student learning outcomes. Drawing on the relevant studies, we discuss potential strategies and approaches for future research and practice in assessing experiential learning.
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      – SubjectFull: Educational Theories
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      – SubjectFull: Higher Education
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