期刊名称：Issues in Informing Science and Information Technology
印刷版ISSN：1547-5840
电子版ISSN：1547-5867
出版年度：2013
卷号：10
页码：81-93
出版社：Informing Science Institute
摘要：A capstone course is a transformative educational experience predicated on student-centered pedagogy. In a capstone experience learners are required to apply higher-order thinking, authentic learning, and multilayered decision-making while engaged in an experiential learning activity. Allowing students to make autonomous decisions regarding the direction of learning, capstones are offered near the conclusion of a program of study and are organized around a comprehensive, intensive and integrative project. The methodology employed in the completion of these projects is purposeful so as to satisfy multiple targets (e.g. educational objectives that a student is expected to have mastered). The outcome of which is an opportunity for students to showcase knowledge, skills, and abilities in a unique and individualized manner. The following paper reviews the literature on capstone-based instruction assessment in the United States, and introduces models designed to inform capstone program development. Finally, a State-wide capstone course developed for high school students in Maryland is discussed.
关键词：capstone; capstone assessment; capstone model; senior project; summative assessment;project based learning; experiential learning; student centered teaching; career and technology;education; vocational education; K-12 assessment; project based learning; flexible learning;learning outcomes
