Abstract:

This study aims at deepening the understanding of Experiential Assessment for Learning, drawing on findings from a research project conducted within a higher education setting. The research explores a learner-led service, offered on campus, as part of an experiential assessment approach. Data were collected through semi-structured questionnaires involving nine assessed learners and six campus employees. Using MAXQDA and Microsoft Excel, the research team conducted full stages of Qualitative Content Analysis, applying coding, categorization, and data visualization to identify emerging patterns and trends.

The findings led to the conceptualization of a Process of Experiential Assessment for Learning, characterized by:
(i) programme design;
(ii) staff learning and engagement;
(iii) learners’ growth and engagement;
(iv) staff–learner relationships and benefits; and
(v) shifts in assessment approaches within higher education institutions (HEIs).

The main limitation lies in the study’s scope, as data were collected from a single institution within a specific European context. Despite this, the research can inform policy and practice in Malta, while promote further continental research with the aim of encouraging HEIs to reconsider traditional assessment methods and classroom-based learning. The findings highlight the potential of experiential approaches to transform how learning and assessment are understood and implemented in higher education.

Keywords:

Experiential Learning, Assessment for Learning, Experiential Assessment, Higher Education.