Chan's book explores the challenges in assessing experiential
learning, deepens our understanding, and inspires readers to think
critically about the purpose of assessment in experiential
learning. Experiential learning has been studied and proven to be
effective for student learning, particularly for the development of
holistic competencies (i.e. 21st century skills, soft skills,
transferable skills) considered essential for individuals to
succeed in the increasingly global and technology-infused 21st
century society. Universities around the world are now actively
organising experiential learning activities or programmes for
students to gain enriching and diversified learning experiences,
however the assessment of these programmes tends to be limited,
unclear, and contested. Assessment plays a central role in
education policies and students' approach to learning. But do
educators know how to assess less traditional learning such as
service learning, entrepreneurship, cross-discipline or
cross-cultural projects, internships and student exchanges? While
the current assessment landscape is replete with assessments that
measure knowledge of core content areas such as mathematics, law,
languages, science and social studies, there is a lack of
assessments and research that focus on holistic competencies. How
do we assess students' ability to think critically, problem solve,
adapt, self-manage and collaborate? Central to the discussion in
this book, is the reason students are assessed and how they should
be assessed to bring out their best learning outcomes. Offering a
collection of best assessment practice employed by teachers around
the world, this volume brings together both theoretical and
empirical research that underpins assessment; and perceptions of
different stakeholders - understanding of assessment in
experiential learning from students, teachers, and policymakers.
The idea of assessment literacy also plays an important role in
experiential learning, for example, reflection is often used in
assessing students in experiential learning but how reflection
literate are educators, are they aware of the ethical dilemmas that
arise in assessing students? These questions are discussed in
detail. The volume also introduces a quality assurance programme to
recognise student development within experiential learning
programmes. The book will be particularly informative to academic
developers, teachers, students and community partners who struggle
with the development and assessment for experiential learning,
those who plan to apply for funding in experiential learning, and
policymakers and senior managements seeking evidence and advice on
fine-tuning curricular, assessment designs and quality assurance.
The Open Access version of this book, available at
www.taylorfrancis.com, has been made available under a Creative
Commons Attribution-Non Commercial-No Derivatives 4.0 license.
General
Is the information for this product incomplete, wrong or inappropriate?
Let us know about it.
Does this product have an incorrect or missing image?
Send us a new image.
Is this product missing categories?
Add more categories.
Review This Product
No reviews yet - be the first to create one!
Welcome to Loot.co.za!
Sign in / Register |Wishlists & Gift Vouchers |Help | Advanced search
