Assessing student learning is an important element of EL. Through assessment, students demonstrate what they have learned and are able to identify strengths and areas for improvement. Assessing student work from EL experience can present some practical and logistical challenges. This is particularly prevalent around the diversity of available EL experiences and the possibility of having students engaging in EL at a distance.

This module has been designed for all audiences.

How can student work be effectively gathered and graded during EL?

Examples and Artifacts

table Assessing student learning
EL assessments can vary, but this document provides some basic steps to follow.

template Building a rubric
Rubrics are a grading tool that are useful for students and those who are evaluating their work. This document provides some tips and best practices, and a template to create a rubric for EL.

list Tools for assessment
Assessing EL will likely require tools to assign collect assessments and interact with students directly, particularly when they are in remote locations. While email is certainly an option, it’s worth considering what other tools are available to help manage the assessment process. Some tools may be available to you through your institution. Others can be found freely available online.

template Selecting tools for EL assessments
Use this template to map out how which tools you will use to administer, collect and facilitate EL assessments in your course.

External Links

link Rubric on Integrative Experiential Learning Engagements
This resource from Carleton University outlines evaluation criteria for experiential learning.

link Experiential Learning Assessment Rubric
This resource from Queen's University provides examples of actions, behaviours, and skills students may demonstrate during each phase EL.

link Critical Reflection Rubric
From Brock University, this critical reflection rubric (adopted from Kember et al., 2008) provides a framework for evaluating reflection. This rubric can be used on its own or as a starting point upon which to layer course-specific expectations.

link Sample Reflection Assessment Tool (page 80-82).
From HEQCO's 2016 publication, A Practical Guide for Work-integrated Learning.

link Rubrics for Experiential Learning
This resource from the University of Tennessee Knoxville discusses how to develop a rubric for experiential learning. It focuses on service learning as an example, but broadly sets out step-by-step how to develop a rubric for any kind of experiential learning with a particular focus on evaluating reflective practice. It also includes an example of a study abroad rubric.

How can student learning be assessed at a distance and during site visits?

Examples and Artifacts

Effective strategies for assessing learning for students working at a distance revolve around checking in regularly, prompting students with reflective questions, and simplifying the administration, submission, and grading of assessments.

list Regular check-ins

This document contains some best practices around check-ins.

External Links

document Sample Work Site Visit Report
This work site report from Mount Saint Vincent University includes a range of questions to ask students and supervisors on a site visit.

What kinds of assessment can community partners engage in?

Examples and Artifacts

Although EL experiences are routinely assessed by postsecondary faculty and staff, community partners and employers can also play an important role in the assessment process.

Frequently Asked Questions

Planning and development worksheet

This worksheet can be completed online or exported so you can continue work on it. Note that If you advance another module or visit another site, your work will not be saved. Be sure to export your document before continuing.