Editing Situated learning (section)

== Evaluation ==
Situated learning activities are collaborative and complex therefore traditional methods of [[Educational assessment|assessment]] are not sufficient. A few of the trends followed in evaluating the situated learning could be:
* '''Focus on the process rather than the products''':
The process includes the content so this can be assessed by a few methods such as concept map and videotape coding.
* '''Non linear measures''':
It means that the answers by the learner should be able to accept and defend multiple perspectives. They should measure the [[Attitude (psychology)|attitude]], [[efficacy]], perceptual skills and higher-order thinking.
* '''Using technology''':
Collaboration with [[technology]] will allow to track the students activities like time spent on [[planning]], collecting [[information]] with respect to solve a problem etc.<ref>{{cite journal|last1=Young|first1=Michael|title=Assessment of Situated Learning Using Computer Environments|journal=Journal of Science Education and Technology|year=1995|volume= 4| issue =  1|pages=89–96|doi=10.1007/BF02211586|jstor=40188500|bibcode=1995JSEdT...4...89Y|s2cid=62229545}}</ref>