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Results show EL students were substantially more engaged than in traditional courses, and participants refined definitions and characteristics of EL assessment while identifying differences in instruction and assessment.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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|\n| Winter 12-31-2024\u003Cbr>Experiential Learning Assessment in secondary Education\u003Cbr>Jay Wilson\u003Cbr>University of Saskatchewan, [j.w@usask.ca](j.w@usask.ca)[ ](j.w@usask.ca)Tom Yates\u003Cbr>University of Saskatchewan, [tom.yates@usask.ca](tom.yates@usask.ca)[ ](tom.yates@usask.ca)Marc Gobeil\u003Cbr>University of Saskatchewan, [mjg344@mail.usask.ca](mjg344@mail.usask.ca)[ ](mjg344@mail.usask.ca)Alec Aitken\u003Cbr>University of Saskatchewan, [alec.aitken@usask.ca](alec.aitken@usask.ca)[ ](alec.aitken@usask.ca)Kevin Lewis\u003Cbr>University of Saskatchewan, [kevin.lewis@usask.ca](kevin.lewis@usask.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2024.3.16934](https://doi.org/10.5206/cjsotlrcacea.2024.3.16934) | Post- |\n\nRecommended Citation  \nWilson, J., Yates, T., Gobeil, M., Aitken, A., & Lewis, K. (2024) . Experiential learning assessment in post-secondary education. The Canadian Journal for the Scholarship of Teaching and Learning, 15(3). [https://doi.org/10.5206/cjsotlrcacea.2024.3.16934](https://doi.org/10.5206/cjsotlrcacea.2024.3.16934)  \nExperiential Learning Assessment in Post-secondary Education  \nAbstract  \nThis article shares results from the research project “Experiential Learning Assessment in PostSecondary Education.” The purpose of this research was to develop a further understanding of experiential learning assessment (EL) through an exploratory approach with university faculty and students. This article shares findings from the first part of a two-part research project examining the faculty experience of assessment in EL. A second research study is underway that provides the student perspective. The first phase of the research engaged University of Saskatchewan instructors with experience in experiential learning. Nine participants completed an online survey and six discussed their experiences and understanding in a focus group or an interview. Findings revealed that EL students were far more engaged with their learning than those in traditional courses. Participants applied their experience to expand upon current definitions and characteristics of EL assessment. They also shared differences with EL instruction and assessment as compared to traditional courses. Common themes identified by participants included a need for questioning and processes to integrate more EL assessment strategies into teaching and learning. Participants shared advice for those considering EL approaches in their own teachings. As EL continues to be a key area of growth for many universities and post-secondary institutions, this study contributes to the body of knowledge and appeals to faculty, designers, and others tasked with implementing effective EL.  \nCet article présente les résultats du projet de recherche intitulé « Évaluation de l'apprentissage par l'expérience dans l'enseignement postsecondaire » . L'objectif de cette recherche était de développer une meilleure compréhension de l'évaluation de l'apprentissage par l'expérience par le biais d'une approche exploratoire avec le corps enseignant et les étudiants et les étudiantes de l'université . Cet article présente les résultats de la première partie d'un projet de recherche en deux parties examinantl'expérience du corps enseignant en matière d'évaluation de l'apprentissage expérientiel. Une deuxième étude est en cours pour donner le point de vue des étudiants et des étudiantes. La première phase de la recherche a impliqué des instructeurs et des instructrices de l'Université de la Saskatchewan ayant une expérience en matière d'apprentissage par l'expérience. Neuf participants et participantes ont répondu à une enquête en ligne et six ont discuté de leur expérience et de leur compréhension dans le cadre d'un groupe de discussion ou d'un entretien. Les résultats ont révélé que les étudiants","cbCailHq0U4ueshz","https://ap.wps.com/l/cbCailHq0U4ueshz","pdf",224380,17,"English","# Abstract\n## Research purpose and design\n## Participants and methods\n## Key findings and themes","[{\"question\":\"What is the main purpose of the research on experiential learning assessment?\",\"answer\":\"The study aims to develop a deeper understanding of experiential learning assessment through an exploratory approach with university faculty and students.\"},{\"question\":\"Which perspective does this article primarily cover?\",\"answer\":\"This article focuses on the faculty experience of assessment in experiential learning, as part of a two-part project.\"},{\"question\":\"What outcomes did the study report about student engagement?\",\"answer\":\"Findings indicate that experiential learning students were far more engaged with their learning than those in traditional courses.\"}]","Experiential Learning Assessment in Secondary Education - Article 9 - Winter Issue 3 | PDF",1792083007,43]