Year: 2005
Type: article
Abstract: 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.
Source: Planet
Author: David Simm
Institution: Bath Spa University
Language: English
Subfield: Geography, Planning and Development
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2017289145