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Getting it right : assessment tasks and marking for capstone project courses

Capstone projects represent the culmination of an undergraduate engineering degree and are typically the last gatekeeping measure before students graduate and enter the engineering profession. In Australia there is a longstanding interest in and commitment to developing quality capstone experiences. A national study into the supervision and assessment of capstone projects has determined that whilst there is relative consistency in terms of what project tasks are set and assessed, there is not comparable consistency in how these tasks or assignments are marked. Two interconnected areas of assessing process and the role of the supervisor in marking are identified as contentious. This paper presents some findings of a national case study and concludes that whilst further investigation is warranted, assessing process as well as project products is valuable as is the need for greater acceptance of project supervisors as capable of making informed, professional judgments when marking significant project work.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Start Page

1

End Page

4

Number of Pages

4

Start Date

01/01/2014

Finish Date

01/01/2014

Location

Columbus, Ohio, USA

Publisher

The Ohio State University

Place of Publication

Columbus, USA

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

School of Engineering and Technology (2013- ); TBA Research Institute;

Era Eligible

Yes

Name of Conference

Capstone Design Conference