chapter  6
Evaluating adventure education experiences: the outside view
ByMalcolm Thorburn, Aaron Marshall
Pages 21

How to convert experiential learning gains into authentic records of student achievement is a far from straightforward matter. Often adding to the difficulty of connecting learning and achievement is the adverse influence of unsupported claims and lack of demonstrable methods. To try to limit this happening in adventure education, we draw upon the advice of Dewey (1938), who highlights how teaching should be informed by a focus on both learning process and learning outcomes. To exemplify these methods in action, we detail how adventure educators could feasibly devise experiential teaching and learning approaches that enable authentic assessments to take place. In developing our arguments, we provide various activity-specific examples of the methods recommended in practice.