While experential learning has been increasingly explored and adopted by higher education institutions, few have researched the appropriate assessment methods that can be aligned with the learning outcomes of experential learning. A literature review on the diverse forms of assessment currently used for community service types of experiential learning in higher education is presented in this paper to review their appropriateness in assessing experential learning. The paper also describes the assessment framework of the University of Hong Kong Sichuan Reconstruction Community Service Project, which is incorporated into a multidisciplinary community service learning project. Feedback from students and teachers are reviewed to gauge their preferences towards these assessments, as well as their opinions on assigning academic credits to experential learning projects.[Copyright of European Journal of Engineering Education is the property of Taylor & Francis. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/03043797.2011.644763]
