Comparison of faculty assessment and students’ self-assessment of performance during clinical case discussions in a pharmacotherapy capstone course

“The correlation between student self-assessment scores and faculty assessment scores indicates differentiation between high and low performers.” (p.194) “Students who scored themselves high also received high scores by their faculty facilitator, while those who scored themselves lower also received lower scores from faculty.” (p.195) “Although student characteristics of age, gender, and GPA at graduation did […]

Results of cross-faculty ‘capstone’ assessments involving nursing and performing arts students

“Case studies were designed to represent real-life situations that students were likely to encounter during their careers, either playing a patient as an actor or performing a caring role as a nurse. Assessments for the capstone simulation were formative, and involved the students engaging in self-reflection and peer review. Videos were available to enhance the […]

Assessment of Student Learning in a Hybrid PBL Capstone Seminar

“...It is clear that student learning improved significantly through use of the analytical rubric because students (1) were given the opportunity to incorporate instructor feedback following the group meetings; (2) were required to reflect on their learning (metacognition); and (3) gained a clearer understanding of assignment expectations and how they link to course learning objectives...The […]

The MBA Capstone Course: Building theoretical, practical applied and reflective skills

“Our findings suggest that purposefully designing assignments to allow students to use the four skills (theoretical, applied, practical, and reflection) can be a useful way of measuring what students are learning. The information gained from this approach can be used to determine if students are learning the skills necessary to do well in the practice […]

Designing Project-Based Courses with a Focus on Group Formation and Assessment

Approaches to evaluating individual students within the group include student distribution of grade points within a group (peer evaluation), peer evaluation of project tasks and group maintenance tasks (peer evaluation), multiplying the group grade by an individual weighting (instructor/self peer/group evaluation), group grade plus/minus individual contribution grade (instructor/self/peer/group evaluation), shared group grade with instructor intervention […]

Strengthening Capstone Skills in STEM Programs

“ICap experiential courses gradually introduce challenging and open-ended assignments that foster cognitive learning. Consequently, those higher level skills important in the capstone course are strengthened: critical thinking, quantitative reasoning, teamwork, communications, information literacy, and design process.” (p.6) “In our experience, ICap yields the following transformational benefits to students, instructors, experiential courses, and the curriculum: (1) […]

A Pharmacotherapy Capstone Course to Target Student Learning and Programmatic Curricular Assessment

Survey and self-evaluation data indicated that students learned within the course. Increases in student confidence in critical thinking, problem-solving, decision making, and lifelong learning were also seen during APPEs. (para.2) Saseen, J. J., Linnebur, S. A., Borgelt, L. M., Trujillo, J., Fish, D. N., & Mueller, S. (2017). A Pharmacotherapy Capstone Course to Target Student […]

Employability Skills: Student Perceptions of an IS Final Year Capstone Subject

“Our study suggests that the participants believed the capstone subject did improve a broad range of employability skills and it also demonstrates the interrelated nature of these skills...Time management was also an element in interviewing clients and many students mentioned the importance of making the best use of the limited interview time” (p.12) “In other […]

Leadership for Dummies: A capstone project for leadership students

“The authors believe the Leadership for Dummies capstone project helps students not only use their disciplined mind, the synthesizing mind, and their creating mind, but also meet several of Crunkilton’s educational outcomes (e.g., decision making, critical thinking, and written communications).” (p.127) Moore, L. L., Odom, S. F., & Wied, L. M. (2011). Leadership for Dummies: […]

Investigating PETE majors’ perceptions of lesson study as a capstone experience

“Results indicate that the student teachers found this form of collaborative planning with their cooperating teachers motivational and presented opportunity to increase their ability to observe students, promote stronger collegial networks, and develop a stronger sense of self-efficacy.” (p.228) Cluphf, D., Lux, K., & Scott, V. (2012). Investigating PETE majors’ perceptions of lesson study as […]