Program
Teaching M.A.
Number of Pages
64
Year Approved
2026
First Advisor
William Kron
Second Reader
Alicia Peters
Abstract
Experiential learning is widely recognized as a powerful approach to education; however, empirical evidence demonstrating its effectiveness remains limited. This gap in the literature is due less to the value of experiential learning itself than to the challenges of assessing learning within experiential contexts. Drawing on the foundational experiential learning theories of Kolb (1984) and Joplin (1981), as well as contemporary research on assessment validity and practice, this paper examines the relationship between assessment and experiential learning. It argues that purposeful, objective assessment is essential for maximizing student learning and supporting the credibility of experiential education. The paper synthesizes current literature on experiential learning and assessment and presents a collection of practical, research-informed tools that educators can use to plan, observe, document, and assess student learning in experiential settings.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Recommended Citation
Brutger, L. M. (2026). Objective Assessment in Experiential Learning Contexts [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1304
Terms of Use and License Information
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