Assessment of Student Learning in a Hybrid PBL Capstone Seminar

Abstract

Assessment is a key component of the learning process. In order to maximize student learning, instructors need to provide students with appropriate, explicit and timely assessment. Despite the potential benefits of problem-based learning, some instructors may be reluctant to adopt this approach because it will require them to modify their current assessment practices. In problembased learning curricula, assessment should be used to encourage and reward student participation throughout the course. This paper presents an analytical rubric developed for diagnosis of student learning via formative assessment in a capstone environmental impact analysis course. The use and role of the analytical rubric in student grading is also explained. This rubric provides a template for how student learning could be assessed in other courses in geography curricula that employ a similar student-centred approach to learning.

Capstones and practica in environmental studies and sciences programs: rationale and lessons learned

“…Given the increasing focus on assessment of student learning in higher education (Brooks et al 2004), capstones and practica are increasingly used as tools for assessing student learning, departmental curricula, and universitywide general education requirements (Rowles et al 2004;Kerrigan and Jhaj 2007;Levia and Quiring 2008;Ewell et al 2011). The recent National Institute for Learning Outcomes Assessment (NILOA) report indicates that capstones are the most commonly used method of curricular assessment (Ewell et al 2011).…”

“…Capstones and practica are often implemented using experiential and problem-based-learning (PBL) frameworks (Levia and Quiring 2008). Goldstein and Fernald (2009) suggest that capstones should de-emphasize course content in favor of student-centered learning, empathic listening, affective and experiential learning, collaborative learning and self-evaluation, and writing assignments that focus on personal and professional growth.…”

Using energy audits and climate action planning as a community-based environmental studies capstone experience at Bowdoin College

“…In addition to these summative assessments, I also incorporated some formative assessments, including in-class opportunities for self-reflection and student evaluations of course goals, student outcomes, and the effectiveness of the capstone for different learning styles (Levia and Quiring 2008). Once students had taken control of the project analysis (around week 3), we began each class period with an informal assessment of where things stood, problems encountered, and what we could learn from them.…”

Environmental Impact Assessment—a capstone course for Environmental Studies and Science majors at Regis University

“…Additionally, this capstone was based on community learning, which enables students to put learning into perspective for future employment (McKenzie et al 2004). The EA was an assignment that students might have to create in the workforce as environmental professionals (Levia and Quiring 2008). Combining Environmental Studies BA majors and Environmental Science BS majors into a common capstone can be successful.…”

“…Creating analytical rubrics for EAs help students enjoy the process more if they know what is expected. For an example of a detailed rubric regarding EA, see Levia and Quiring (2008).…”