An authentic assessment at the graduate level: a reflective Capstone Experience

Abstract

It is often challenging for teacher educators to design an authentic Capstone Experience at the graduate level that aligns with what research tells us about the value of authentic assessment and the power of reflection in student’s learning and professional growth. This article introduces an innovative form of assessment for graduate students that is comprehensive, constructive and deeply reflective. Throughout their final semester, students were invited to synthesize and critically and thoughtfully reflect on their learning, to engage in self-assessment, and to take an active role in the conceptualization and design of their Capstone presentations. This product was used as both a personal and professional learning tool, as well as a means of program assessment for faculty. The authors have included a thorough description of the Capstone Experience including: the rationale, framework, expectations for students, components of the final product and presentation guidelines.

Keywords:

• teacher thinking and knowledge
• teacher assessment and testing
• teacher professionalism