In the Experiential Education Model, a lot of attention is paid to the effects or outcomes of education. The concept of ‘deep level learning’ expresses the concern for a critical approach of educational evaluation. Central to this is the questioning of superficial learning, learning that does not affect the basic competencies of the child and has little transfer to real life situations. In line with a constructivist tradition, we don’t see the process of development as a mere addition of discrete elements of knowledge or aptitudes to an existing repertoire. On the contrary: every performance is depending on an underlying structure of fundamental schemes. These operate as basic programmes that regulate the way one processes incoming stimuli and construct reality. By them we interpret new situations and we act competently – or not. They determine which and how many dimensions of reality can be articulated in one’s perception and cognition (Laevers, 1995 & 1998).