Assessments in capstone courses

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 […]

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 […]