Capstone project: fair, just and accountable assessment

Authors:
Vivienne Farrell;Gilbert Ravalli;Graham Farrell;Paul Kindler;David Hall
Affiliations:
Swinburne University of Technology, Melbourne, Australia;Swinburne University of Technology, Melbourne, Australia;Swinburne University of Technology, Melbourne, Australia;Swinburne University of Technology, Melbourne, Australia;Swinburne University of Technology, Melbourne, Australia
Venue:
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
Year:
2012

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Abstract

Fair, just and accountable assessment for the individual student in the capstone project requires establishing criteria beyond the final project output to meet the objectives of the capstone project experience. Current research is limited and requires solutions that are not subjective, enable formative and summative assessment with student input and are not onerous on supervisors and/or students. This paper draws on input from highly experienced academics supervising capstone projects in ICT, critically reviews recent publications pertaining to capstone project assessment and current capstone students opinions. The outcome of this input led to the development, trial and evaluation of a toolkit to assist supervisors in both formative and summative assessment of capstone projects.