TABLE 3.

Evaluation methods used for assessment of experiential learning activities and programs^a

Method	Description	Examples	Common uses and measures
Survey	A series of questions designed to gather opinions and insight about program activities and experiences (usually using an online tool)	Skill survey pre- and postexperiential learning event Retrospective survey on perceived value of specific activity (workshop, career trek, etc.) or entire program	Measure self-reports on select learning objectives and satisfaction with activity Indirectly measure longitudinal impact of an activity (pre/post)
Assignment	An assigned task designed to assess (and potentially develop) skills, such as written products, visual demonstrations, projects, or presentations	Science policy brief (or science communication blog) Completion of a consulting project Construction of a museum display Reflection essay describing an informational interview	Directly measure whether a skill has been attained Ensure an action item has been performed or a deliverable produced
Performance assessment	Review submitted by an expert in the field who has thorough knowledge of trainee's performance in an experiential learning activity (e.g., internship supervisor)	Letter of reference from supervisor of internship or other experiential learning activity Completion of an evaluation rubric	Directly assess the extent to which an objective has been met Define areas for individual improvement Assess efficacy of activity in meeting standards of an expert
Interview	Structured discussion or questioning of individual trainees or a focus group to gain qualitative input at the program level	Focus group with standardized questions about the experiential learning activities facilitated by the program Exit interviews	Identify unexpected benefits of activity and areas for improvement Identify new learning objectives
Outcome tracking	First job placement in career- field of choice; subsequent career outcomes	Matching of LinkedIn job titles of former trainees with their career interests (defined by a standard career taxonomy)	Measure long-term impact of activity on career decisions Relate results of other evaluation methods (e.g., surveys) to career outcomes

^aThis table contains examples of the methods used to evaluate experiential learning activities and programs at the authors’ institutions. The methods vary in terms of their applicability to specific assessment goals (e.g., presenting to stakeholders, scholarly publication, internal program adjustments, individual feedback) and the tailored resources required to deploy them for a given activity or program.