Evaluation: The capstone experience

Paddy Forde
Curtin University of Technology

Keywords: evaluation; student learning; facilitation

Multifaceted evaluation has the potential to handle equitably the complex interactions that permeate educational activities. Multiple indicators provide rich information that encourages holistic analysis from different viewpoints, yet, mining multiple data is perceived as pragmatically difficult. The development of Business Capstone 301 (Capstone) provided an opportunity to incorporate wide-ranging evaluation in a layered and repetitive process. The experiential nature of Capstone required students to accept responsibility for their learning, and academics to become facilitators rather than instructors. Academics needed reassurance that the whole Capstone experience was working. Without useful feedback facilitators found it difficult to decide whether they were attaining their goals. In the case of Capstone, multiple evaluations not only encouraged reliable interpretation, they provided academics with discussions that boosted confidence and pride in their Capstone involvement, and ensured Capstone's continual development.