Expectations Met? A Template for Assessing Capstone Courses

• In Event: Rethinking Traditional Notions to Improving Practices in Criminal Justice Education

Abstract

The importance of assessing student learning outcomes has received increasing attention in higher education over the past two decades. Course-by-course assessment of student learning can be achieved quite readily with appropriate planning. However, when attempting to assess learning outcomes at time of graduation there are many factors to be taken into consideration. Individual course assessment is frequently more focused on content specific learning whereas assessment of student learning at or near the completion of degree requirements includes assessing the students’ broader knowledge and skill development including critical thinking, oral presentation skills, research abilities, and integration and application of other general education content to major specific learning. This presentation focuses on the development and testing of a rubric developed for assessing student learning outcomes and skill development in undergraduate capstone courses. The instrument was designed with the purpose of providing others a template for use in assessing student learning outcomes in undergraduate criminal justice/criminology programs and can be modified to meet individual program requirements.

Author

• Barbara J. Peat, Indiana University Northwest