Simm, D (2005) 'Experiential learning - assessing process and product.' Planet, 15. pp. 16-19. ISSN 1473-1835
Experiential learning in combination with problem-based learning is increasingly being used to underpin the research training of undergraduate Geography students, typically at intermediate level of their degree programme. With this approach the ‘process’ is viewed as important as the ‘product’. However, such innovative approaches offer new challenges as well as opportunities. This article discusses whether it possible to assess both ‘process’ and ‘product’, and to recognise and reward formative, not just summative, work. It is important to ensure that learning outcomes are matched by appropriate assessment, and that appropriate procedures and marking criteria keep pace with teaching innovation.
|Subjects:||G Geography. Anthropology. Recreation > G Geography (General)|
|Divisions:||College of Liberal Arts|
|Date Deposited:||02 Sep 2014 16:23|
|Last Modified:||29 Apr 2016 14:12|
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