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A key responsibility is enabling pre-service teachers (PSTs) to design assessments that deepen understanding of student learning. This semi-systematic literature review examines assessment, experiential learning (EL), and ITE, recommending EL projects that provide meaningful, authentic experiences and support innovative, confident teachers responding to real educational change.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/experiential-learning-projects-as-assessment-in-initial-teacher-education/594114/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/experiential-learning-projects-as-assessment-in-initial-teacher-education/594114.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of using Experiential Learning (EL) in Initial Teacher Education?","Question",{"text":112,"@type":113},"To support pre-service teachers in understanding how to design assessments that promote deep understanding of student learning by modeling contemporary assessment practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper connect experiential learning with assessment?",{"text":117,"@type":113},"It argues that assessment approaches for experiential learning must align with EL principles by engaging students in real-world problems and contexts to develop skills and competencies.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the review recommend for engaging pre-service teachers?",{"text":121,"@type":113},"The review recommends using EL projects so PSTs experience meaningful and authentic assessments that help develop skilled, knowledgeable and innovative thinkers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594114,1792191260,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Experiential Learning Projects as Assessment in Initial Teacher Education  \nRenée Crawford  \nLouise E. Jenkins  \nLydia Wan  \nMonash University  \nAbstract: In a rapidly changing global environment, Initial Teacher  \nEducators (ITE) have a responsibility to role-model contemporary  \nteaching approaches, which develop graduates who think creatively  \nand flexibly in educational workplaces. An important aspect of this  \nwork is supporting pre-service teachers (PSTs) to understand how to design assessments which facilitate a deep understanding of student learning. This learning can be achieved through the implementation of assessments which model contemporary practices and enrich student learning in ITE courses. This paper discusses new ways to consider the purpose of assessment by focusing on Experiential Learning (EL) as a form of assessment in ITE. This semi-systematic literature review encapsulates the intersecting areas of assessment, EL and ITE. Our  \nresulting recommendation is the use of EL Projects to engage PSTs  \nwith meaningful and authentic assessments. This would encourage the  \ndevelopment of skilled, knowledgeable and innovative thinkers who  \nrespond confidently to unanticipated and impactful educational  \nchanges.  \nIntroduction  \nAssessment is a critical aspect of understanding student learning progress, so it is understandable that it can be a significant influence on many forms of learning (Lalor et al., 2015). According to Joughin, assessment “is to make judgements about students’ work, inferring from this what they have the capacity to do in the assessed domain, and thus what they know, value, or are capable of doing”(2009, p. 16) . In Initial Teacher Education (ITE), assessments can be used to support professional growth and as a determinant to measure knowledge, skills and competencies required by the teaching profession (Aspden, 2017) . In the wider context of higher education (HE), assessment certifies graduates to practise in their discipline, demonstrates accountability of appropriate course standards, and can improve approaches to learning (Bloxham, 2008) . Due to administrative demands of HE and the challenges in designing assessment to improve student learning, most assessment practice has traditionally focussed on satisfying accountability and certification (Chetcuti & Buhaglar, 2014). Recently, there have been gradual shifts towards assessments that encourage studentcentred and lifelong learning. Expert teacher practitioners are increasingly incorporating flexible and technology-enhanced methods of delivery to support learner-centred philosophies (Author 1 & Author 2, 2017) . Correspondingly, these new pedagogical approaches require a reconsideration of how assessment can best be implemented to also support meaningful student-centred and lifelong learning.  \nThe current economic climate requires HE graduates to be competitive and to satisfy job market demands for work-ready skills and knowledge (Allen & Peach, 2011) . While  \nemployers may value technical and disciplinary knowledge, many professional competencies such as, communication, collaboration, leadership, problem-solving, cultural awareness, ethics and the willingness to learn – are also highly desired graduate attributes (Quinn & Shurville, 2009; Zegwaard et al., 2003) . The contemporary workforce encompasses“escalating globalisation, rapid changes in technology” and increasing instability, graduates need to possess high self-efficacy (i.e. beliefs in their capability) to successfully manage their career choices within a constantly fluctuating job market (Spanjaard et al., 2018, p. 164) . In the education context, self-efficacy and pedagogical competence are paramount to teacher graduates entering the workforce (Russell-Bowie, 2013). Many student teachers equate their coursework with theory and may not feel adequately prepared to work in schools (Allen & Peach, 2011; Parkes & Rawlings, 2019) . Author 1 proposes that curriculum needs to ref","cbCaiqFZkYjNvDDA","https://ap.wps.com/l/cbCaiqFZkYjNvDDA","pdf",241130,18,"English","# Introduction\n# Experiential Learning Foundations\n# Methodology","[{\"question\":\"What is the main purpose of using Experiential Learning (EL) in Initial Teacher Education?\",\"answer\":\"To support pre-service teachers in understanding how to design assessments that promote deep understanding of student learning by modeling contemporary assessment practices.\"},{\"question\":\"How does the paper connect experiential learning with assessment?\",\"answer\":\"It argues that assessment approaches for experiential learning must align with EL principles by engaging students in real-world problems and contexts to develop skills and competencies.\"},{\"question\":\"What does the review recommend for engaging pre-service teachers?\",\"answer\":\"The review recommends using EL projects so PSTs experience meaningful and authentic assessments that help develop skilled, knowledgeable and innovative thinkers.\"}]","Experiential Learning Projects as Assessment in Initial Teacher Education | PDF",1792078558,45]