Effective Assessment of Computer Science Capstone Projects and Student Outcomes

Authors

  • Fatima Abu Salem American University of Beirut
  • Issam Damaj Beirut Arab University https://orcid.org/0000-0001-7855-3535
  • Lama Hamandi American University of Beirut
  • Rached Zantout Rafic Hariri University

DOI:

https://doi.org/10.3991/ijep.v10i2.11855

Keywords:

Assessment, Capstone Projects, Computer Science, Accreditation, ABET

Abstract


A capstone project is a culminating experience that entails creativity, critical thinking, and advanced problem-solving skills. To that end, capstone projects enable students to prove their abilities, demonstrate their attained skills, and carry out a significant project in their field. In Computer Science Bachelor programs, there is a strong mapping between learning outcomes of capstone projects and all student learning outcomes. This paper presents an assessment framework for capstone courses that allows for sound evaluations of the performance of students and project qualities; besides assessing the student outcomes of the program. The developed framework comprises criteria, indicators, extensive analytic rubrics, and a summative statistical formulation. The presented course and framework are supported by the results, analysis, and evaluation of a pilot study for a single institution to explore the effectiveness of the proposed tool.

Author Biographies

Fatima Abu Salem, American University of Beirut

Professor, Department of Computer Science

Issam Damaj, Beirut Arab University

Associate Professor, Electrical and Computer Engineering Department

Lama Hamandi, American University of Beirut

Senior Lecturer, Department of Electrical and Computer Engineering

Rached Zantout, Rafic Hariri University

Professor, Department of Electrical and Computer Engineering

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Published

2020-03-11

How to Cite

Abu Salem, F., Damaj, I., Hamandi, L., & Zantout, R. (2020). Effective Assessment of Computer Science Capstone Projects and Student Outcomes. International Journal of Engineering Pedagogy (iJEP), 10(2), pp. 72–93. https://doi.org/10.3991/ijep.v10i2.11855

Issue

Vol. 10 No. 2 (2020)

Section

Papers

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