Experiential Learning Student Surveys: Indirect Measures of Student Growth

John P. Walker & Louis M. Rocconi   |    Volume 16 Issue 1  |   

Kolb’s experiential learning cycle theorizes the process of learning through a hands-on experience. Although the Association of American Colleges and Universities (AAC&U) Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics provide a direct measure of the qualities of this learning cycle, few indirect measures have been developed to accompany the rubrics and the learning cycle. This paper aims to demonstrate construct validity and measurement invariance of pre-experience and post-experience surveys intended to measure undergraduate students’ perception of learning in an experiential learning context. Construct validity and longitudinal measurement invariance were examined through a confirmatory factor analysis. Findings suggest the instruments provide an adequate measure of students’ perceptions of learning. In addition, partial scalar measurement invariance was achieved supporting the ability to compare growth between surveys. The survey instruments serve as strong indirect measures of Experience Learning Student Learning Outcomes. These indirect measures, coupled with direct measures, provide evidence of learning through hands-on experiences, however evidence of growth is less robust.

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