Source: Teaching Education, Volume 26, Issue 3, 2015, Pages 310-324
This paper introduces an innovative form of assessment for graduate students that is comprehensive, constructive and deeply reflective.
Throughout their final semester, students were invited to synthesize and critically and thoughtfully reflect on their learning, to engage in self-assessment, and to take an active role in the conceptualization and design of their Capstone presentations. This product was used as both a personal and professional learning tool, as well as a means of program assessment for faculty.
The authors have included a thorough description of the Capstone Experience including: the rationale, framework, expectations for students, components of the final product and presentation guidelines.