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MARYLAND STATE DEPARTMENT OF EDUCATION IN PARTNERSHIP WITH THE
UNIVERSITY OF MARYLAND EASTERN SHORE.
Prepared with special consideration by Dr. Nicole A. Buzzetto-More Associate Professor of Management, University of Maryland
Eastern Shore and Director MSDE BMF Program Affiliate. Copyright 2013©. All rights reserved. Users are forbidden to reproduce,
republish, redistribute, or resell materials from this document in form.
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TABLE OF CONTENTS
SYLLABUS .................................................................................................................................................... Error! Bookmark not defined.
ASSESSMENT ............................................................................................................................................................................................................ 6
PROBLEM BASED LEARNING............................................................................................................................................................................. 8
INFORMATION LITERACY ................................................................................................................................................................................... 9
INFORMATION LITERACY AND PROJECT-BASED LEARNING ............................................................................................................. 9
FLEXIBLE EDUCATION ....................................................................................................................................................................................... 11
CAPSTONES ............................................................................................................................................................................................................. 12
MARYLAND BMF CAPSTONE ........................................................................................................................................................................... 17
BEST PRACTICE IN CAPSTONE-BASED INSTRUCTION (BUZZETTO-MORE, 2013A)............................................................... 17
CRITERIA FOR EVALUATION OF CAPSTONE PROJECTS ...................................................................................................................... 22
CAPSTONE EVALUATION RUBRIC .................................................................................................... Error! Bookmark not defined.
POWERPOINT PRESENTATION GRADING CRITERIA: ................................................................................................................. 24
PLANNING YOUR CAPSTONE COURSE......................................................................................................................................................... 25
BRAINSTORMING SESSION ............................................................................................................................................................................... 27
CAPSTONE PLANNING QUESTIONS .............................................................................................................................................................. 28
BENCHMARKS ........................................................................................................................................................................................................ 31
UNITS ......................................................................................................................................................................................................................... 34
UNIT PLAN TEMPLATE....................................................................................................................................................................................... 40
REFERENCES........................................................................................................................................................................................................... 43
SUGGESTED RESOURCES ................................................................................................................................................................................... 44
STUDENT GUIDE TO THE CAPSTONE PROJECT.................................................................................................................................... 462
WHAT ARE THE ESSENTIAL INGREDIENTS OF EVERY CAPSTONE? .............................................................................. 46
WHAT WILL MY CAPSTONE LOOK LIKE WHEN IT’S DONE? ............................................................................................... 47
WHAT STEPS ARE INVOLVED IN THE CAPSTONE PROJECT? ............................................................................................................ 51
COURSE OUTLINE
UNIVERSITY OF MARYLAND EASTERN SHORE
DEPARTMENT OF BUSINESS, MANAGEMENT AND ACCOUNTING
KIAH HALL
PRINCESS ANNE, MARYLAND 21853
CAMPUS: (410) 651-6523
FAX: (410) 651-6529
COURSE TITLE:
CREDIT HOURS:
Capstone Training Course For BMF Teachers
3 MSDE Credit Hours
COURSE DESCRIPTION:
A capstone course is a transformative educational experience predicated on studentcentered 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.
A capstone course has been developed and is among the options as the final course
in the Business Management and Accounting Pathways. This workshop has been
specifically designed to prepare Maryland BMF teachers to adopt and implement an
effective capstone course.
INSTRUCTOR:
Dr. Nicole A. Buzzetto-More
Email: nabuzzetto-more@umes.edu
Dr. Nicole A. Buzzetto-More is an Associate Professor, Program Coordinator, and the Assurance of Learning and Assessment Chair
in the Department of Business at the University of Maryland Eastern Shore. She is also Director of the Maryland State Department of
Education Program Affiliate for Business, Management, and Finance. She received doctorate and master’s degrees from Columbia
University and earned a post doctorate from Tulane University. She also earned a master’s degree from the College of New Rochelle
and a bachelor’s from Marist College. She is a frequent invited presenter at conferences across the globe; is on the editorial board of
several journals; has authored numerous publications; and has been recognized with awards from the American Distance Education
Consortium, Global Digital Business Association, and the Informing Science Institute. Recently, she was named a Fellow of the
Informing Science Institute. She published two books in 2007, Principles of Effective Online Teaching and Advanced Principles of
Effective ELearning. In 2010 her third book The E-Portfolio Paradigm was published by the Informing Science Press. Her writing can
also be found in the form of a number of book chapters in edited compilations.
REQUIRED MATERIAL(S):
A series of materials have been custom created for this training and include videos,
slide shows, a 50+ page training manual, handouts, and worksheets.
COURSE OBJECTIVES:
1. Demonstrate understanding of key concepts in student learning outcomes
assessment, flexible education, project based learning, and capstone based
instruction.
2. Demonstrate the ability to plan and implement a capstone course.
3. Demonstrate an understanding of the best practices of capstone instruction.
LEARNING OUTCOMES:
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Explain the key concepts in student learning outcomes assessment, flexible
education, project based learning, and capstone based instruction.
Identify the pedagogical benefits of capstone based instruction.
Analyze and apply the best practices in capstone-based instruction.
Discuss the use of a variety of instructional technologies into capstone
instruction.
Evaluate student capstone proposals for learning effectiveness.
Engage in capstone course development.
Identify and create units of study that reflect capstone course goals.
Communicate and collaborate with others in the support of capstone students.
COURSE FORMAT/ INSTRUCTIONAL METHODOLOGY: The training will involve two full days of in-person training
that includes a combination of lectures, discussions, brainstorming collaborations, and planning activities.
Following, the synchronous training experience participants will engage in online learning where they will engage
in discussions and curricular planning. They will submit the curriculum that they develop to the instructor.
Exemplary products will be uploaded to www.BusinessEducationMSDE.com where they will be shared with
colleagues across the State.
TOPIC LIST
Assessment
Project Based Learning
Linking Project Based Learning to
Information Literacy
Flexible Learning
Capstone-Based Instruction
Incorporation of Learning
Technologies into Capstone
Instruction
Best Practices in Capstone Teaching
Capstone Assessment
Planning Your Capstone Course
Identifying Your Resources
Complete Planning Questions
Identifying Required Benchmarks
Outlining Your Capstone Course
Incorporating CTSO Activities
Identifying Units
Preparation of Unit Plans
SCHEDULE
CONTENT COVERED
Day 1
Morning
Mid Morning
Introduction and Overview
Video
Assessment
Project Based Learning
Linking Project Based Learning to Information Literacy
Flexible Learning
Capstone-Based Instruction
Incorporation of Learning Technologies into Capstone
Instruction
Noon
Lunch Break
Early Afternoon
Best Practices in Capstone Teaching
Mid Afternoon
Review of Student Guide and Sample Projects
Brainstorming Session
Late Afternoon
Group Discussion
EVIDENCE
Results of
Brainstorming
session is collected
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Planning Activity
Identifying Your Resources
Day 2
Morning
Individual
Worksheets
Completed
Capstone Assessment
Incorporation of CTSO’s
Mid Morning
Completion of Planning Questions
Mid-day
Lunch Break
Early Afternoon
Group Discussion
Brainstorming Session
Establishing Benchmarks
Mid Afternoon
Benchmark
Worksheet
Completed
Outlining Your Course
Planning Session Identifying Units
Late Afternoon
Planning Worksheet
Completed
Worksheets
Completed
Question and Answer Session
Closure
Weeks 2-3
Week 4
Online Discussions
Information Sharing and
Independent Work
Unit Planning
Unit Plans Submitted
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INTRODUCTION
Educators seek to introduce flexible educational experiences that are predicated on student-centered
pedagogical practices. In these experiences, the teacher is not the focus of instruction, instead, there is a
transference of responsibility as the teacher becomes a facilitator who guides students on highlyindividualized inquiry-oriented scholarly journeys. The inductive nature of capstone experiences serve as
an exemplar for excellence in flexible learning and are the focus of the following document, which
discusses the history of the assessment movement, reviews pedagogical constructs that relate to
capstone-based instruction, identifies the best practices for successful capstone-based instruction,
introduces a capstone experience model, and assists teachers in the capstone course preparation process.
Well developed and successfully implemented capstone experiences have enumerable benefits as they
promote active learning. With careful planning, a student-centered approach, and adherence to the best
practices in capstone assessment, capstone courses can serve as highly effective and easily
implementable assessment regime that bridge theory with practice.
Teaching a capstone course is an exciting and ever changing experience. It requires an ongoing and
meaningful dialogue to occur between tutor and tutee, the unique nature of which stimulates learning in
a way that is without parallel. As such, an enthusiastic and supporting attitude is paramount.
Please note, the following document and accompanying guide are designed to inspire teachers and
students with ideas as well as to provide minimal acceptable standards and requirements. The examples
provided in the guide do not represent a list projects from which a student is required to select. Each
project should be unique in some way and individualized to the learner as such while two students could
conceivably be examining the same core question, it would not be acceptable for them to be working on
identical projects.
ASSESSMENT
Impacting education from early childhood through graduate studies, the assessment movement is based
on standards and outcomes, measuring results, and holding educational institutions accountable for
student learning. Assessment can mean (1) to measure something, (2) an instrument used to measure
something, (3) findings or results, and (4) a process for conducting an evaluation. In education,
assessment usually refers to a process used to gather, analyze, and use information for the purpose of
improvement. Assessment is a systematic process where evidence is gathered and used to improve
student learning.
In K-12 education, assessment first emerged in America in the 1840’s, when an early pioneer of
assessment, Horace Mann, used standardized written examinations to measure learning in Massachusetts
(Pearson et al., 2001). After losing momentum, the scientific movement of the 1920’s propelled the use
of large-scale testing as a means of assessing learning (Audette, 2005). The 1960’s saw further support of
standardized testing when the National Assessment of Educational Progress was formed, which
produced the Nation’s Report Card (Linn, 2002). But perhaps no initiative has had as broad and
pervasive an impact as the American No Child Left Behind Act of 2001 (NCLB), which formally
ushered us into an age of accountability.
In higher education, the first attempts to measure educational outcomes emerged around 1900 with the
movement to develop a mechanism for accrediting institutions of higher education (Urciuoli, 2005). In
1910 Morris Cooke published a comparative analysis of seven higher education institutions including
Columbia, Harvard, Princeton, MIT, Toronto, Haverford, and Wisconsin. The result of the report was
the establishment of the student credit hour as the unit by which to calculate cost and efficiency
(Urciuoli, 2005). By 1913 accreditation in higher education had spread nation wide with the formation of
a number of accrediting bodies (Urciuoli, 2005). It is important to note, that the United States is unusual
in that it relies on private associations rather than government agencies to provide accreditation of
academic institutions and programs.
In 2002, the U.S. Partnership for 21st Century Skills (2013) identified the need for K-12 schools to
incorporate problem solving; information and technical literacy; communications; and critical thinking
into high school curricula. Further, the recent Common Core State Standards Initiative has emphasized
the need to enhance the career and college readiness of high school graduates (National Governors
Association, 2010). In order to be in compliance with 21st Century Skills and Common Core
requirements, Burke (2011) opined that capstone experiences should be embedded in all career and
technical education (CTE) programs.
According to Dietal, Herman, and Knuth (1991) assessment provides an accurate measure of student
performance to enable teachers, administrators, and other key decision makers to make effective
decisions. As a result, Kellough and Kellough (1999) identified seven purposes of assessment:
1. Improve student learning;
2. Identify students’ strengths and weaknesses;
3. Review, assess, and improve the effectiveness of different teaching strategies;
4. Review, assess, and improve the effectiveness of curricular programs;
5. Improve teaching effectiveness;
6. Provide useful administrative data that will expedite decision making; and
7. To communicate with stakeholders.
PROBLEM BASED LEARNING
Project, or problem based learning, it is a form of instruction where students engage in critical thinking,
synthesis, evaluation, multilayered decision making, goal setting, problem solving, and collaboration
(Page, 2006). Increasingly educators are creating inquiry oriented project based learning activities that
help to build information literacy skills. The activities involved in PBL are highly context-specific. It
serves to teach content by presenting the students with a real-world challenge similar to one they might
encounter were they a practitioner of the discipline. Teaching content through skills is one of the
primary distinguishing features of PBL. More commonly, instructors introduce students to teacher
determined content via lecture and texts. After a specific amount of content is presented, students are
tested on their understanding in a variety of ways. PBL, in contrast, is more inductive: students learn the
content as they try to address a problem.
Project Based Learning is an instructional approach built upon authentic learning activities that engage
student interest and motivation. These activities are designed to answer a question or solve a problem
and generally reflect the types of learning and work people do in the everyday world outside the
classroom. Project Based Learning is synonymous with higher order learning.
Kuhlthau and Todd (2007) identified specific characteristics that they felt are inherent to well-crafted
inquiry oriented instruction:
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Students learning through active engagement
Students learn by building on what they already know
Students need guidance to help them develop their higher order thinking skills
Students development occurs in sequenced stages
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Students vary in their learning styles
Student learn through symbolic interactions with others
INFORMATION LITERACY
Information literacy is becoming increasingly more important in an age where individuals are faced with
countless information choices and must decide which resource(s) to use in the acquisition of
information as well in the analysis, evaluation, and use of the information they collect (American Library
Association, 2000). Further, this skill is largely dependent on an individual’s ability to use information
technologies.
The North Central Regional Educational Laboratory (2003) describes a technologically literate student
as one whom: can use technology to access, evaluate, process and synthesize information from a
multitude of sources for complex problem solving. Resultantly, an information and technologically
literate person should be able to use a host of available technologies to recognize the need for
information, to retrieve the necessary information, and to use that information effectively (Weil, 2006).
There is a plethora of literature that attempts to define information literacy. A straightforward definition
was offered by Bruce (1997) who explained that information literacy is the ability to gather, discern
critique, synthesize using, and reflect upon information and how it can be purposed to aide in problem
solving. She illustrated her construct with the introduction of the Seven Faces of Information Literacy
(Bruce, 1997) where:
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Information literacy involves the use of technology for information retrieval and distribution;
Information literacy involves the location of sources;
Information literacy involves the execution of a process;
Information literacy involves the control of information;
Information literacy involves knowledge construction;
Information literacy involves creativity; and
Information literacy involves using information ethically.
INFORMATION LITERACY AND PROJECT-BASED LEARNING
The skills applied in project based learning (PBL) are in compliment with the outcomes identified as
being congruent with information literacy. As a result, information literacy is frequently linked with
inquiry-oriented project-based learning (Eisenberg & Berkowitz, 2000; Gawith, 1983; Kuhlthau and
Todd, 2007; Bruce, 1997; Gawith, 2000).) where students demonstrate the ability to: plan, select
sources, find and locate information, engage in critical analysis, apply multilayered decision making, and
construct new knowledge bases (Page, 2006).
Resultantly, there are a number of models that depict information literacy building inquiry oriented
instruction (Eisenberg and Berkowitz, 2000, Oberg, 1999; Kuhlthau and Todd, 2007; Hughs, 2006;
Gawith, 1983; Bond, No Date). Eisenberg and Berkowitz (2000) introduced a popular model known as
the Big 6. According to the Big 6 inquiry-oriented instruction builds information literacy when it
involves:
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1. Task definition
2. Information seeking strategies
3. Searching for information
4. Use of information
5. Synthesis, and
6. Evaluation
Specifically designed for K-12 schools is the Houghton Valley School Learning Journey Model which
literally uses a journey as a metaphor for understanding information literacy and inquiry based learning
(Houghton Valley School, 2007). The model asks the learner to think of five questions:
1.
2.
3.
4.
5.
6.
Brainstorming- Thinking about what you already know.
Where am I going? – What do I want to find out (who, what, when, where, why, and how)?
How am I going to get there? –What information resources will I use?
My Travel log.-Keeping track of the journey.
So what? – Using the information purposefully.
Reflecting and Planning.
The Project Based Learning Information Literacy Model was developed and published as a chapter in a
2010 IGI book (Buzzetto-More, 2010) by me. According to the model, preparation involves: the
identification of the measurable performance-based student learning outcomes to be built, the creation
of an authentic task which is built around the student learning outcomes; the establishment of the
process for completing the task; the involvement of technology to assist in the completion of the task;
the inclusion of meta-cognition, evaluation, and structured reflection so that students engage in critical
thinking; and the establishment of a valid and meaningful mechanism for the conduction of student
learning outcomes assessment of both the completed task and the skills applied.
Following the planning process and with an inquiry oriented project-based learning initiative in place,
the project can be implemented with learners. While engaged in the inquiry oriented student project the
learners are involved in the completion of an authentic task that requires the student to be actively
engaged in a skill building and application process. The process involves the students developing and
applying the skills necessary to engage in: strategic planning which is influenced by both their prior
knowledge, the development of meaningful questions, and evaluation criteria; information acquisition as
the learner uses their questions to conduct a strategic search; information processing where the student
discerns, analyzes, and internalizes information; evaluation as the learner uses the criteria they have
previously established in order to judge and critical appraise the information they have collected;
synthesis where the information is purposed, combined, and applied in the creation of knew knowledge
for the completion of the task at hand; presentation where they arrange their demonstration while
sharing and articulating their methodology and reasoning; and finally, meta-cognition and self-reflection
where the learner is require to critically evaluate their methodology, thought processing, skills built and
applied, and overall decision making as well as how the task linked to the building and applying of the
educator established performance based student learning outcomes upon which they were accessed.
Following completion of the project, the student has built, applied, and evaluated skills and processes
which are inherent to becoming an information literate person.
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FLEXIBLE EDUCATION
Flexible learning focuses on the needs, interests, learning styles, abilities, and aspirations of learners.
Student-centered, flexible educational experiences are inductive, inclusive, and customarily enhanced by
the use of learning technologies (Highland Council, 2010). Across academia, educators acknowledge that
inquiry-oriented flexible education provides an authentic context for the development of a broad range
of skills associated with core educational goals including communications, critical and creative thinking,
technological fluency and information literacy (O’Grady, 1999; Andreasen and Trede, 2000; Bauer and
Benett, 2003; Buzzetto-More, 2009).
Key Elements of Flexible Learning (From Highland Council Education, Culture and Sport Service,
2010, http://www.highlandschools-virtualib.org.uk/ltt/flexible/flexible_l.htm)
Why Flexible Learning?
Today’s pupils have a greater variety of needs, interests and aspirations than ever
Employers need staff who are able to learn new skills in a “flexible” way
Pupils with disabilities can be catered for more effectively
Pupils who are not attending school for various reasons can work “flexibly”
Flexible Learning can promote responsible attitudes
A positive attitude to lifelong learning can be fostered
Motivation can be improved in a “pick-n-mix” curriculum
Preferred learning styles can be catered for effectively
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“Learning to learn” skills can be developed
Principles of Flexible Learning
It is learner-centered
The need for increased flexibility depends on the needs of a school’s pupil population
The traditional curriculum must not be a strait jacket
There needs to be some emphasis on promotion of independent learning
There should be an emphasis on learning as an everyday activity
Knowledge should be presented in a holistic way
Pupils should be seen as creative individuals
Flexible Learning can develop generally applicable skills not just subject-specific ones
There is a need for cross-curricular collaboration
Course Design (There is a need for a great deal of pre-planning)
Learning outcomes must be seen as relevant, interesting and achievable
Content must be differentiated to suit all pupils accessing it
Interaction involving teachers, pupils and materials must be flexible
A wide range of technologies should be used, from paper-based material to computers
There must be opportunity for reflection and evaluation of course progress
Self- and peer assessment and feedback must be emphasized
Learning materials need to be carefully structured, based on clearly stated outcomes
Support must be available
Pupils need a map of the whole course to help them navigate and plot progress
CAPSTONE
Capstone is defined by the American Heritage Dictionary (2009) as a “crowning achievement or final
stroke, the culmination or acme”. As the pinnacle of a student’s academic experience they mark a unique
opportunity for students to showcase their knowledge, skills, and abilities acquired during their time in
an academic program through a comprehensive, intensive, and integrative individualized experience. In a
capstone experience, students synthesize, integrate, and/or apply their previous knowledge, in a way that
demonstrates mastery while building a deeper level of understanding. The student created products
generated from the capstone experience should be designed to help assess crucial learning outcomes of
the BMF completer program in which the student is enrolled. Additionally, demonstration of general
education and/or interdisciplinary outcomes should also be evident in the capstone such as effective
written and oral communication, critical thinking, information accessing and information processing,
and problem solving (Buzzetto-More and Pinhey, 2007).
A capstone course is a transformative educational experience predicated on student-centered pedagogy.
In a capstone course, the tutor is not the foci of erudition, rather there is a shift of responsibility as the
instructor becomes a facilitator who guides the tutee on their self-charted scholarly expedition
(Buzzetto-More, 2013).
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
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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.
Regardless of the delivery method, capstone experiences can be designed to help learners:
•
•
•
•
•
•
•
•
Understand the connection between curriculum and learning objectives,
Reflect on what they have learned as a result of completing a program of study,
Visualize the application of learned knowledge and skills to the workplace,
Engage in interdisciplinary understanding,
Reflect on the issues involved in the transition into their next phase of education and/or
their professional career,
Build life-long learning skills,
Connect general education to discipline specific curriculum,
Develop the capabilities desired by future employers (Gardner et. al., 1998, pp.301-302).
Various incarnations of student capstone courses can be found in higher education, most commonly
within undergraduate and graduate nursing, education, computing, engineering, and/or or business
programs. While still considered an unusual occurrence in K-12 teaching and learning in the United
States, recognition of the benefits of capstone experiences has been growing steadily, albeit slowly,
during the past fifteen years.
High school capstone experiences were discussed in a number of publications and reports dating as far
back as the 1990’s (Regional Educational Laboratory Northeast & Islands, 2009). In 2002, the U.S.
Partnership for 21st Century Skills (2013) identified the need for schools to incorporate problem
solving; information and technical literacy; communications; and critical thinking into high school
curricula. Further, the recent Common Core State Standards Initiative has emphasized the need to
enhance the career and college readiness of high school graduates (National Governors Association,
2010). In order to be in compliance with 21st Century Skills and Common Core requirements, Burke
(2011) opined that capstone experiences should be embedded in all career and technical education
(CTE) programs.
Capstone courses are rare in American K-12 education; however, adoption of capstone experiences has
been growing steadily, albeit slowly, during the past decade. While limited research exists, a survey of
422 graduates who had completed a capstone experience, found that most (>75%) of participants
reported developing skills in public speaking, research, writing, interviewing, planning, time
management, and interpersonal communications (Egelson, Harmon, and Bond, 2002). Additionally, a
recent survey found that capstones enhance the college and career readiness of learners (North Carolina
General Assembly: Program Evaluation Division, 2010).
The pioneer of public K-12 capstone experiences is the State of Rhode Island. Under the Rhode Island
Diploma System, students demonstrate proficiency through multiple sources of evidence gathered over
time. State assessment results count for no more than 10 percent of this evidence. Other factors
considered include: portfolios, capstone projects, public exhibitions, and the State's Certificate of Initial
Mastery. As the culminating achievement of a student’s K-12 studies, the Rhode Island Capstone
Project requires students to focus in-depth on a core question, the product of which plays an essential
part in demonstrating that a student meets graduation standards (Rhode Island Skills Commission,
2012).
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Tennessee also has a capstone option. Introduced in 2009, a capstone project is recommended, but not
required, for seniors. Requirements are determined locally and may include, but are not limited to, senior
projects, virtual enterprises, internships, externships, work-based learning, service learning, and/or
community service. Capstone projects must have five core components: (1) an approved proposal
containing the research question; (2) documented research and contact hours with a mentor; (3) a short
written paper; (4) an oral presentation that demonstrates the research and knowledge learned; and (5) a
review panel to evaluate the project (Tennessee Department of Education, 2008).
Virginia is currently piloting senior year capstone courses in English language arts and mathematics that
are designed to help students master the State’s college and career readiness expectations. Also, in the
pilot stage is the Connecticut’s Capstone Experience, which will be required of all students effective
with the class of 2020 (Kannapel, 2012). Finally, North Carolina provides guidance and assistance to
local districts that would like to introduce a capstone project. As such, 69% of North Carolina high
schools require students to complete a capstone project (North Carolina General Assembly: Program
Evaluation Division, 2010). According to State guidelines, projects must include a research paper,
product, portfolio, and an oral presentation (Kannapel, 2012).
There are many different models for capstone course delivery and conducting these courses is a
complex task. Clear, Goldweber, Young, Ledwig, and Scott (2001) addressed the complexity of creating,
implementing and delivering a successful capstone experience. They explained that there are a number
of important issues that need to be addressed. These questions include:
Goals of the Course;
Characteristics of Projects;
Project Deliverables;
Prerequisites and Preparation;
Grading and Assessment;
Administration and Supervision; and
Reflection, Analysis and Review.
Capstone experiences are linked to a number of positive pedagogical concepts. These include: guided
inquiry, self-directed learning, information literacy, technological fluency, constructivism, higher order
thinking, individualized instruction, metacognition and reflective thinking, e-learning, flexible learning,
project-based learning, interdisciplinary thinking, core knowledge, and authentic assessment (Kulthau
and Todd, 2007; Page, 2006; Kannapel, 2012; Buzzetto-More, 2012).
The concept of social constructivism was defined by Vygotsky (1978) referring to an individual’s
construction of meaning within a social context predicated on the idea that new knowledge is built upon
prior knowledge forming new cognitive structures. When applied to teaching and learning it becomes
constructivism, a theoretical educational concept that suggests that learning is most effective when
students are actively engaged in a learning process that involves discovery, questioning, discussion,
reasoning, judgment making, and idea and opinion formation(Buzzetto-More and Alade, 2006).
Capstone experiences are highly constructivist and almost always project based whereas project, or
problem based learning, it is a constructivist form of instruction where students engage in critical
thinking, synthesis, evaluation, multilayered decision making, goal setting, problem solving, and
collaboration (Page, 2006). According to John Cook who discussed constructivist teaching practices and
their role in motivating K-12 learners, in a constructivist learning experience “students are able to
dialogue with their peers, other experts in the academic community or experts outside of education to
solve problems” (p.1).
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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.
Most capstone experts advocate a course embedded approach. As such, Holdsworth, Watty, and Davis
(2009) explain that while most capstone activities are well established practices, they are treated with
new approaches and greater significance when incorporated in a capstone experience.
Regardless of the delivery method, capstone experiences can be designed to help learners:
• Understand the connection between curriculum and learning objectives,
• Reflect on what they have learned as a result of completing a program of study,
• Visualize the application of learned knowledge and skills to the workplace,
• Engage in interdisciplinary understanding,
• Build life-long learning skills,
• Connect general education to discipline specific curriculum,
• Develop skills desired by future employers (Gardner et. al., 1998, pp.301-302).
Capstones are a superior venue for assessing learning (Wagenaar 1993), while involving students in
experiences that transcend the restrictive boundaries associated with traditional curricula (Lopez, 2005).
During capstone experiences, students go through an extended process of inquiry in response to a
complex question, problem, or challenge. Students evaluate these complexities from a variety of angles
in a manner that respects individual learning styles (Moursund, 1999).
After completing a detailed review of the literature, Kannapel concluded that capstones in K-12 teaching
and learning:
Make students serve as active participants in the learning process;
Are student centered;
Promote the development of higher-order thinking and problem-solving;
Emphasize interdisciplinary thinking and connection building; and
Involve a community-based approach to instruction (Kannapel, 2012).
Following is a capstone experience model that I developed and published in the Journal Issues in
Informing Science and Information Technology in Education (Buzzetto-More, 2013).
15
Published in the Journal Issues in Informing Science and Information Technology in Education
(Buzzetto-More, 2013).
MARYLAND BMF CAPSTONE
In 2009 it was decided by the Maryland State Department of Education (MSDE), under the advisement
of the MSDE’s BMF State Advisory Committee, that a capstone experience would be added to the BMF
high school completer programs in Maryland. A wide net was cast and a number of capstone courses in
higher education business programs as well as community colleges were examined. Additionally, the
capstone literature was reviewed. A comprehensive search was conducted in order to examine various,
albeit limited, practices in capstone instruction in K-12 education, in particular the Memphis City
Schools Capstone Project, Rhode Island Skills Commission Capstone Requirement, and the State of
Tennessee Capstone Project were reviewed. As a result, I identified the best practices in capstone-based
instruction around which the course was developed. This model was presented at the 2013 Society for
Information Technology in Teacher Education Conference in New Orleans, Louisiana as well as
published in a volume of best papers under the tile Fostering Flexible Education Through Capstone
Experiences.
BEST PRACTICE IN CAPSTONE-BASED INSTRUCTION (BUZZETTO-MORE, 2013A)
Involvement of students in the integration, and application of course concepts into a
comprehensive project that bridges theory with practice
Capstone projects can take many forms and should reflect the individual interests, learning styles,
abilities, and goals of students. Whatever the project, a capstone experience must require students to
work at the highest possible cognitive level as they integrate and apply advanced concepts (Kannapel,
2012).
17
Some project examples include: virtual business enterprises; simulations with reflective journaling; eportfolios; primary or secondary research studies; entrepreneurial efforts; case studies; event planning
and project management activities; individual effort from large-scale CTSO competitions; internships
with research and reflective journaling; informative Websites, wikis, or blogs accompanied by reports;
detailed business or marketing plans; financial analyses of real or fictitious companies; creative
endeavors accompanied by a paper such as software or video game prototypes, e-commerce efforts,
comic books; and/or etcetera. All projects are supported to varying degrees by the use of technological
tools. Since a multitude of tools are available, teachers are responsible for assisting students in the
review and selection of applicable technologies.
Students start the capstone process by identifying a core question worthy of exploration. Once the core
question is identified, they develop the methodology through which the exploration will occur. For
quality assurance purposes, as well as to help students and teachers structure projects, students must
submit and defend a project proposal. Proposals must address the core question being explored,
application of learning objectives, project goals, and methodology planned.
For example, an accounting student may undertake a project where he/she assesses the financial
condition and operating results of a company. Microsoft Excel would therefore serve as an appropriate
tool in which the student develops a spreadsheet that contains formulas for analyzing financial
information using appropriate ratios (Acid Test, Price Earnings Ratio (PPE), Working Capital Ratio,
Inventory Turnover Ratio, Ratio of PPE to Long Term, Liabilities, and Ratio of Stockholder Equity).
Following the analysis, the student prepares a report summarizing, interpreting, analyzing, and evaluating
the results as well as predicting future outcomes. These analyses would then be used to author
recommendations for action that are defended and justified. Finally, the student would prepare a
supporting document where he/she reflects on practices employed, discoveries made, completion of
learning objectives, and the value of the learning experience.
Involvement of students in the application of higher-order thinking, guided inquiry, planning,
time management, reflection, and problem-solving skills
Higher order thinking requires students to employ elaboration, brainstorming, modification, associative
thinking, attribute listing, metaphorical thinking skills. In the beginning of the course, students must be
given opportunities to think critically about major program concepts through intellectual discourse,
debates and other rhetorical exercises, simulations, and/or case studies. When selecting a project
students are instructed to select a challenging core question. Teachers should guide students through the
employment of higher order questioning where students are challenged to defend their position,
evaluate consequences, assess task benefits, analyze information to determine relevance and usefulness,
forecast/predict likely outcomes, and reflect on personal understanding and the meaningfulness of
activities. The Student Capstone Guide provides project examples and guidelines in order to insure that
projects require students to engage in higher order thinking.
Through participation in the capstone course, students are required to develop self-determination and
organizational skills through scheduling, time management, and benchmarking. Students are responsible
for staying on task, adhering to project timelines, and meeting benchmark expectations. Throughout the
process, teachers employ higher-order questioning techniques to continuously engage and challenge
learners.
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Employ a community based approach to supporting students
Counties are instructed that students should be supported by business discipline teachers as well as by
professional business practitioners. Additionally, guidance from university, college, and/or community
college faculty with content expertise and/or experience in capstone instruction is also a recommended
practice.
For teachers in Maryland a best practice is to incorporate colleagues both from within the business
discipline as well as from outside the discipline preferably representing core teaching areas. Additionally,
external members of each counties business advisory group should also be incorporated.
Involve a presentation and showcase component before a panel that evaluates the project
While the faculty member who teaches the course is ultimately responsible for submitting students’
course grades, most capstone projects are evaluated by a group of stakeholders in order to insure the
validity of the assessment regime (Berheide, 2012, Buzzetto-More, 2010). For teachers in Maryland a
best practice is to incorporate colleagues both from within the business discipline as well as from
outside the discipline preferably representing core teaching areas. Additionally, external members of
each counties business advisory group should also be incorporated.
Presentation of a completed project is considered an essential part of the Capstone experience. As
capstone projects will vary tremendously, the style and content of the presentations will likewise
vary. Students will be required to use PowerPoint to create and deliver professional
presentations. Standards and requirements for student PowerPoint presentations are outlined in the
student section of this guide.
While capstone projects can be displayed within the confines of a classroom, a best practice is the
establishment of a formal event that celebrates student achievement by showcasing all completed
projects simultaneously. These events are commonly open to the community and often incorporate the
distribution of awards or other forms of recognition for project excellence (Buzzetto-More, 2012).
Adoption of an effective assessment program that includes use of program-wide Rubrics
K-12 teachers are required to submit frequent student assessment scores. Yet, capstone courses are
usually anchored around a singular activity. So how can ongoing formative assessment scoring occur?
The answer is the inclusion of benchmarks. These benchmarks serve as the ongoing course assessments
while also helping students to stay organized and on track. Further, they give a teacher an opportunity to
review student progress and provide meaningful formative feedback. Additionally, it was noted that
while some benchmarks will be consistent for all students, others may be individualized to reflect the
nature of a particular student’s experiential learning project.
While the educator who teaches the course is ultimately responsible for generating student grades,
capstone projects should be evaluated by a panel comprised of stakeholders in order to insure the
validity of the assessment regime (Berheide, 2012, Buzzetto-More, 2010). Scoring rubrics are recognized
as the most effective instrument for consistent assessment of behavioral expectations evaluated along a
meaningful performance spectrum (Buzzetto-More, 2007). As part of this project, a number of capstone
rubrics were examined, including the one used by the Rhode Island Department of Education (Rhode
Island Skills Commission, 2012).
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A holistic rubric was developed based on the evaluation of six criteria. While different weights were
assigned, each criterion is assessed along a five point semantic scale. The areas under evaluation include
capstone proposal (10%); difficulty, effort and thoroughness of the project (10%); written
communications (10%); oral communications/ presentation (20%); adherence to project deliverables
(10%); and overall project quality and completeness (40%). Detailed performance descriptions were
written for each criterion along the evaluation spectrum. These descriptions are cognitively appropriate
applying language established in Bloom’s Taxonomy of Educational Objectives (Buzzetto-More, 2012).
With the proper instrumentation and methodology, consistent, reliable, and unbiased evaluation of
capstone products can be achieved. While not required, rubric data can be collected and aggregated and
used to inform assurance of learning (AOL) efforts (Buzzetto-More, 2007).
A student-centered approach with teachers serving as guides that help facilitate, and not lead,
student learning
In a capstone course, the tutor is not the foci of erudition, rather there is a shift of responsibility as the
instructor becomes a facilitator who guides the tutee on their primarily self-charted scholarly expedition.
In a traditional learning environment, the teacher is the center of knowledge and serves as the authority
from which the students are exposed to, and come to understand, content. A capstone course is far
from traditional. In a capstone course, the instructor becomes a learning facilitator who assists students
in the acquisition and building of new knowledge (Buzzetto-More and Pinhey, 2007). The capstone
teacher supports without leading as he/she establishes the necessary structures for student success.
Instructional planning for a capstone teacher is also non-traditional with little need for daily lesson
plans. When a school district requires ongoing lesson plans, then it is recommended that weekly or biweekly lesson plans are developed to reflect student learning activities, project progress, and any
benchmarking that may occur during a specific timeframe.
Traditional classroom-based instruction is heavily dependent of lectures. Capstone courses are not
lecture based at the same time, teachers may want to incorporate limited lectures, important readings,
group discussions, and supportive assignment work in order to support student learning.
Students are required to be an active participant in the learning process by selecting their topic,
developing a project proposal, preparing a project timeline, and identifying all tasks they intend to
complete. Teachers must provide the student with ongoing feedback as well as employ the art of
questioning to help guide students.
Teachers express concern that increased student autonomy will result in difficulties in learning
management; however, the literature confirms that increased student control over learning results in
greater motivation and self-determination. Bolstered by the sense of ownership achieved in flexible
learning environments, students are inspired to engage in more challenging learning experiences
(McCombs, 2007).
Collaboration between students and teachers as they work together to establish, and adhere to,
benchmarks
Students are required to be an active participant in the learning process by selecting their topic,
developing a project proposal, scheduling activities, selecting resources, and identifying tasks. At the
same time, students should not be forced to work in isolation. At all points in the process, teachers must
support learners. Through the use of helpful feedback, questioning, and thoughtful guidance; teachers
encourage and challenge learners. Capstone experiences should reflect students’ interests, learning styles,
20
abilities, and goals. This requires teachers to engage in a constant personal dialogue with learners.
Through intensive discourse and willing collaboration, students and teachers form partnerships.
Benchmarks are negotiated to help students remain on task. These benchmarks are individualized to
reflect unique learner abilities as well as specific attributes of a particular project. Teachers use
observation, questioning, and benchmarking to monitor student progress while offering encouragement,
guidance, and troubleshooting assistance as needed.
Through their participation in the BMF Capstone Course, students are required to develop time
management, and organizational skills by preparing a project proposal that includes an activity timeline
with benchmarks, and addresses all tasks to be completed and resources to be used. Students are
responsible for staying on task and adhering to the schedule as planned. Teachers should use
benchmarking to help students remain on schedule. During each benchmark a student submits or
demonstrates progress. Additionally, among the criteria in which students are assessed is their ability to
adhere to the schedule that they designed. It is expected that the project (which does not include class
discussions, presentation preparation, etcetera) will reflect a minimum of 40 hours of concentrated
effort on the student’s behalf.
21
CRITERIA FOR EVALUATION OF CAPSTONE PROJECTS
Rubrics communicate expectations and standards of performance. They establish criteria for consistent grading
with the use of descriptive performance levels along a meaningful spectrum (Buzzetto-More, 2007). During this
project, a number of capstone rubrics were examined, including the one from Rhode Island (Rhode Island Skills
Commission, 2012). As a result, a holistic rubric was developed and is presented below.
MARYLAND BMF CAPSTONE RUBRIC
Expectations
Capstone
Proposal
Perceived
Difficulty/
Effort &
Thoroughnes
s of Project
Writing
Exceeds Expectations
Clearly defines core question
and all learning activities.
Skillfully, demonstrates an
understanding of the theoretical
support for the project. Provides
robust background information
and compelling justification.
Methodology proposed logically
supports the core question
Analyzes a condition or situation
of significance as the basis for
exploration & reflection.
Thoughtful & realistic timeline
included.
The project is clearly
challenging, requiring a sizable
effort and commitment on the
part of the student; is
multifaceted and complex and
will require the student to
implement/explore multiple
program concepts. The project
represents a culmination of
learning.
Meets Expectations
Defines the core question
and learning activities.
Demonstrates an
understanding of the
theoretical support for the
project. Provides
background information
and justification.
Methodology proposed
addresses the core
question. Purposed to
analyzes a significant.
Timeline included. Minor
flaws with no omissions.
The project is challenging,
and will require effort and
commitment on the part of
the student. The project
will require the student to
implement/explore
program concepts. Minor
improvements needed with
no omissions
Skillfully uses precise and
descriptive language that
clarifies and supports intent and
establishes an authoritative
voice. Demonstrates correct use
of grammar, usage, punctuation,
mechanics, syntax, sentence
structure, and spelling.
Uses language that clarifies
and supports intent.
Demonstrates control of
grammar, usage,
punctuation, mechanics,
syntax, sentence structure,
and spelling. Minor flaws
Almost meet expectations
Attempts to define the core
question and learning
activities Demonstrates an
attempt to provide
theoretical support for the
project. Some background
information and attempt at
justification presented.
Presents a methodology.
Attempts to analyze a
condition or situation of
significance. Timeline
attempted. Multiple flaws
or minor omissions.
The project attempts to
require the student to
implement/explore
program concepts. The
project attempts to
represents a culminating
experience. Flaws and
omissions evident. Greater
effort, level of difficulty,
and or thoroughness
required.
Attempts to use language
that clarifies and supports
intent. Attempts to control
of grammar, usage,
punctuation, mechanics,
syntax, sentence structure,
and spelling with some
errors clearly evident.
Multiple corrections and/or
improvements needed.
Unacceptable
Components
are either
inadequate or
missing.
Serious flaws
present.
Proposal does
not come close
to meeting
expectations.
Insufficient.
The difficulty,
level of effort,
and/or
thoroughness
are inadequate.
Numerous
flaws. A
serious rewrite
is required.
Quality of
Presentation
(See separate
grading
criteria)
The presentation is professional
in style, color, format, and
overall design. Slides are neither
empty or cluttered. All required
slides are included. The
presentation is includes citations
and is free from errors. The
content is clear, complete, &
demonstrates an ability to
critically analyze concepts.
Exemplary verbal and nonverbal skills are employed (see
separate criteria). The
presentation is extemporaneous
with any reading of content,
indicating prior practice.
Student wears professional
attire.
Adherence
to Proposed
Deliverables
& Schedule
Student continuously meets all
project deliverables in
accordance with planned
timeline. Student is clearly able
to organize his/her time
appropriate to the project.
Overall
Quality of
Project
Clearly defines the core question
and the learning activities.
Supports the core question with
an analysis of relevant and
accurate evidence. Elaborates on
significance of new knowledge
acquired and makes insightful
connections to hypothesis.
Analyzes a condition or situation
of significance as the basis for
reflection. Makes connections
between personal ideas &
experiences and more abstract
aspects of life, leading to new
perspective or insights. Is
focused on topic. Maintains
focus. Provides audience with
something provocative to think
about.
Presentation is for the most
part professional in style,
color, format, and overall
design; has citations and is
not plagiarized. The
presentation is mostly free
from errors in spelling,
grammar, word usage, and
punctuation. The content is
clear, and indicates an
effort to analyze concepts.
Mostly, appropriate verbal
and non-verbal
communications is
employed. The
presentation is
extemporaneous. Student
wears professional attire.
Minor flaws exist in one or
more areas.
Student meets most project
deliverables in accordance
with planned timeline.
Student is usually able to
organize his/her time
appropriate to the project.
Minor difficulties evident
on one or two occasions.
Defines the core question
and the learning activities.
Supports the core question
with analysis. Presents
new knowledge and
addresses thesis/topic.
Makes connections
between ideas and
experiences. Provides a
conclusion. Minor flaws
evident.
Presentation attempts to be
professional. The
presentation attempts to
employ proper mechanics;
however, errors are
evident. Attempt is made
to have content that is
clear, and indicates an
effort. Attempt at
appropriate verbal and
non-verbal
communications is
employed. Multiple flaws
exist in one or more areas.
Presentation
ineffective due
to serious
flaws in either
presentation
design or
delivery.
Student attempts to meet
project deliverables.
Student attempts to
organize his/her time
appropriate to the project.
Multiple issues meeting
deliverables on schedule.
Student
exhibits poor
planning and
time
management
throughout
project
completion.
Poor project
quality.
Attempts to define a core
question, analyze findings,
and present a conclusion.
Attempts to makes
connections between ideas
and experiences.
Conclusion attempted but
may be flawed. A number
of improvements required
in order to enhance the
overall quality of the
project. Project meets
minimal requirements but
falls short of expectations.
Teachers wondered how the graded categories should be weighted. The following chart illustrates the
appropriate weighting.
Capstone Proposal
Perceived Difficulty/Effort and Thoroughness of Project
Writing
Quality of Presentation
10%
10%
10%
20%
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Adherence to Proposed Deliverables & Schedule
Overall Quality of Project
10%
40%
POWERPOINT PRESENTATION GRADING CRITERIA:
Student PowerPoint Presentations should be included in the overall grading of the Student Capstone
Experience; however, a best practice is to develop a separate rubric for the evaluation of student
presentations. While development of this document is to a large-extent left to the responsibility of
individual districts, the following 5 characteristics have been identified as worthy of inclusion.





Professional: The presentation should be professional in style, color, format, and overall design. Slides
should neither be empty or cluttered. All required slides as identified are included.
Properly Cited: The presentation must be cited and the work should not be plagiarized
Mechanics: The presentation should be free from errors in spelling, grammar, word usage, and
punctuation.
Content: The content should be clear, complete, and indicate an effort to critically analyze concepts.
Delivery: Appropriate verbal and non-verbal communications is employed. The presentation is
extemporaneous with no reading of content. Student wears professional attire. Delivery indicates student
practice presentation in advance of delivery.
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PLANNING YOUR CAPSTONE COURSE
Identification of Resources
Technological (include access to labs and amount of access available, software, LMS, simulations, memberships,
websites, etcetera that may be of value)
•
•
•
•
•
•
•
•
•
Simulations;
Spreadsheets;
Research Databases;
Multi-media Publishing Tools;
Blogs And Wikis;
E-portfolio Systems;
Brainstorming & Modeling Software;
CAD Systems;
Remote Sensing & Tele-robotics;
•
•
•
•
•
•
•
•
•
•
Learning Management Systems
Presentation Software;
Web Conferencing Systems;
Virtual Worlds;
Digital Storytelling;
Mobile Technologies;
Communication & Collaboration Systems;
Podcasting Services;
Avatars; &
Etcetera………..
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Human (include all that you believe will support and contribute to your project see some examples below)
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Does your school have active CTSO’s ________________________
Programs that may support your project





CTSO’s
Debate Club(s)
Partnerships with community colleges and/or universities
Corporate Partnerships
Internship, Mentoring, Job Shadowing, Guest Speakers, Competitions, Existing Showcase Events, Sponsors, etcetera
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Other Possible Resources
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Constraints
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BRAINSTORMING SESSION
After reviewing the sample projects contained in the student guide and doing your own investigation, your
challenge is to get into small groups and identify possible capstone projects, topics, innovative activities and the
like. Consider the pros and cons of each. Be prepared to present your ideas with the larger group.
CAPSTONE PLANNING QUESTIONS
When will the capstone course be offered?
What will be the Duration?
How many individuals will be teaching the course?
Generally, how will the course be scheduled?
Frequency of Meetings
Length of Meetings
Location of Meetings
What students will likely enroll in the course?
Will the course cross-completer programs?
Estimated enrollment size?
What, if any, unique challenges do my learners pose?
What type of projects do I envision supporting?
What types of resources will I be using?
Existing
Needed
What obstacles or challenges may exist?
Will you be incorporating your counties advisory group?
Please, identify all individuals who will be involved?
Who will be your assessors?
Will you be able to incorporate a showcase?
If yes, when, where, and how will the showcase occur?
29
Will you incorporate achievement recognition or awards?
Do you envision the incorporation of a competitive element? If so, will the projects be judged by category or
holistically? Will you seek sponsorship for prizes and/or scholarship awards?
Will exemplary projects be stored? If so, where?
Will a website be created to support the program?
Do you envision the incorporation of local media?
Budget Estimates
Minimal _________
Optimal __________
Use the following table to prepare a budget to support your course
Item
Purpose
Number of Units
Cost
Total
TOTAL
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BENCHMARKS
During each benchmark a student submits or demonstrates progress. Additionally, among the criteria in which
students are assessed is their ability to adhere to the schedule that they designed. The page in the student guide titled
Steps in the Capstone Project, will give you an idea of the most basic benchmarks; however, a much more specific
elaboration is needed as part of your course planning. Identify all benchmarks, include when they will occur within
the timeframe of the course. When the deliverable is known, please identify the expected deliverable. Keep for a
number of benchmarks the deliverable will reflect the uniqueness of a student’s particular project. You do not have
to fill up the entire table.
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Notes:
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UNITS
How many units will divide this course?
Please, list by name the units
____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
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____________________________________________________________________________________________________________________________________
Complete the following chart by identifying the unit by name and including a brief description that includes the
estimated duration, purpose, major activities, and the end or unit assessment/benchmark.
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Notes:
37
For each unit identify the major lessons (less is more)
39
UNIT PLAN
Educator: ________________
County:______________________ Subject:______________
School: __________________________________________
Title: ________________________
Unit Overview:
Prerequisites:
_______________________________________________________________________________
General Learning Objectives or Goals:
Materials/ Aides/ Technology Needs:
Time Allotment: __________________
Number of Lessons Included in this Unit _________________
Identification and Description of Individual Lessons
Lesson Procedures:
 Lesson 1
 Lesson 2
 Lesson 3
 Lesson 4
 Lesson 5
41
 Lesson 6
Unit Procedures:
 Introduction
 Closure
Assessment Measure(s):
Notes:________________________________________________________________________________________________
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42
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Buzzetto-More, N. (2013). Fostering Flexible Education Through High School Capstone Courses. Proceedings of the Society
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Buzzetto-More, N. & Pinhey, K. (2007, August). Using Web-Based Assessments with Capstone Business Students.
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MD
Buzzetto-More, N. (2007, April). Using Rubrics to Enhance Assessment. 2007 Maryland Business Education Association
Conference. Ocean City, MD
Buzzetto-More, N. & Alade, A. (2006). Best Practices in E-Assessment. Journal of Information Technology Education.
Volume 5 (5) 251-269
Capstone Project Description. Retrieved 3/20/2012 from:
http://perleybrook.umfk.maine.edu/slides/spring%202007/Cos346/Capstone%20Project%20Description%20sp%2007.
htm
Clear, T., Goldweber, M., Young, F., Leidig, P., & Scott,K. (2001). Resources for instructors of capstone courses in
computing. ACM SIGCSE Bulletin,33(4), pp. 93 -113.
Cook, J. (2009). A Constructivist Approach to Online Course Design to Enhance Interaction and Learner Motivation in K-12.
In Sears, C., Hinck,J., and Florez, C. (2009). Theories of Educational Technology!. Wikibook. Boise State University.
Retrieved 9/1/2012 from: https://sites.google.com/a/boisestate.edu/edtechtheories/Home
Cooper, T., & Love, T. (2007). Electronic portfolios in e-learning. In N. Buzzetto-More (Ed.), Advanced principles of
effective e-learning. Santa Rosa: CA. Informing Science Press.
Eisenberg and Berkowitz. (1990). Information Problem solving: The Big six approach to library and information skills
instruction. Norwood, Ablex.ePortConsortium.Org. (2003). Electronic portfolio white paper [Version 1.0]. Retrieved
4/14/06 from http://eportconsortium.org
Gawith, G. (1983). Action Learning Model. Retrieved 11/20/07 from http://ictnz.com/infolitmodels.htm
Gawith G. (2000). 3 Doors to Information Literacy. Retrieved 8/10/07 from http://infolit.unitecnology.ac.nz/3doors/
Houghton Valley School. (2007) Learning Journey Model . Retrieved online 11/20/07 from
http://ictnz.com/infolitmodels.htm
Kuhlthau, C., and Todd, R. (2007). Guided Inquiry. Retrieved 9/10/07 from
http://www.cissl.scils.rutgers.edu/guided_inquiry/implementation.html
Rhode Island Skills Commission. (2005). Capstone toolkit. Retrieved 7/30/2012 from:
http://www.ride.ri.gov/highschoolreform/dslat/pdf/exh_050103.pdf
Rowles, C.J., Koch, D.C., Hundley, S.P., and Hamilton, S.J. (2004). Toward a Model for Capstone Experiences: Mountaintops,
Magnets, and Mandates. Assessment Update. Jan/Feb 2004, 16(1)
Tony Clear, Michael Goldweber, Frank H. Young, Paul M. Leidig, and Kirk Scott. 2001. Resources for instructors of capstone
courses in computing. SIGCSE BULL. 33, 4 (December 2001), 93-113.
University of Hawaiʻi at Mānoa. (2010). Capstone Experiences. Retrieved 7/20/2012 from:
http://manoa.hawaii.edu/assessment/howto/capstone.htm
Venezsky, R. L., & Oney, B. A. (2004). Creating and using portfolios on the alphabet superhighway. Retrieved 8/5/2009 from
http://www.ash.udel.edu/ash/teacher/portfolio.html
Vygotsky, L. S. (1978). .Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press
SUGGESTED RESOURCES
The Capstone Project: State of Tennessee (an amazing resource. Downloading the guide is highly recommended.
tnelc.org/DownloadFiles/CapstoneManual.doc · DOC file (cut and paste into your browser navigational pane)
Rhode Island Capstone Manual (a pioneer in high school capstone project integration this guide includes templates, tips, and
suggestions) http://www.ride.ri.gov/highschoolreform/dslat/pdf/exh_050103.pdf
Memphis City Schools Capstone Manual http://www.mcsk12.net/schools/kingsbury.hs/site/documents/CapstoneManual091049.pdf
Helen Barrett’s E-Portfolio Resource Pageshttp://electronicportfolios.org/myportfolio/versions.html and
https://sites.google.com/site/eportfolioapps/online-tutorials-sites/sites-how-to and https://sites.google.com/site/eportfolioapps/onlinetutorials-sites/sites-how-to
Weebly http://www.weebly.com/
Stock Market Game: http://stockmarketgame.org/
Virtual Enterprise International: http://veinternational.org/
Purdue Owl: http://owl.english.purdue.edu/
Research Paper Guide: http://www.ccc.commnet.edu/mla/index.shtml
Free Business Management Library online: http://managementhelp.org/relatedtopics/bizresearch-rlt.htm
Questgarden: http://questgarden.com/
EduBlogs: http://edublogs.org/
DECA Competitions (may spark ideas by looking at past competitions): http://www.deca.org/competitions/highschool/
BusSim Simulations: http://bussim.info/catalog.htm
Knowledge Matters Simulations: http://www.knowledgematters.com/
44
MARYLAND STATE DEPARTMENT OF EDUCATION IN PARTNERSHIP WITH THE
UNIVERSITY OF MARYLAND EASTERN SHORE.
Maryland BMF Programs
of Study
Capstone Guide
For Students
2013
Prepared with special consideration by Dr. Nicole A. Buzzetto-More Associate Professor of Management, University of Maryland
Eastern Shore and Director MSDE BMF Program Affiliate. Copyright 2013©. All rights reserved. Users are forbidden to reproduce,
republish, redistribute, or resell materials from this document in form.
STUDENT GUIDE TO THE CAPSTONE PROJECT
WHAT IS THE CAPSTONE PROJECT?
The Capstone project is a personally-designed independently conducted activity which enables you to further your
knowledge/skill in one or more of the course topics which you have found or believe to be especially interesting or
beneficial to you. Your capstone project provides you with a forum for analyzing, synthesizing, and implementing
the skills and knowledge that you have gained throughout your education. It offers an opportunity to think critically
about a subject of profound interest to you while you demonstrate that you have mastered a content area and can
apply what you have learned to create a tangible product or service. As you will be required to present your
Capstone project before your fellow students, it will be necessary for you to create a PowerPoint presentation for
end of the semester delivery. Students will learn many skills through the completion of a Capstone Project. Some
skills include complex problem solving, evaluation and synthesis of research, writing, communication, organization,
time management, and presentation skills.
WHAT’S THE PURPOSE OF THE CAPSTONE?
The capstone is designed as a way for you to:
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Integrate and apply learned concepts into a single project.
Take a significant step toward your educational and/or career goals. So choose a topic that relates to your
goals and will look great on your resume.
Research and work on a topic you care deeply about.
Showcase your research skills and academic interests in anticipation of college or the job market.
Learn and hone leadership and organizational skills as you work through the capstone process.
WHAT ARE THE ESSENTIAL INGREDIENTS OF EVERY CAPSTONE?
Choose a topic/core question that:
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Focuses on a topic/core question about which you feel passionate and committed.
Demonstrates appropriate-to-the-subject research skills and methodologies.
Results in a final project that will contribute to knowledge on the topic.
Becomes a substantial final product.
Includes a finished written component that will be placed in the library.
Acts as a stepping stone toward your career or college goals.
HOW DO I SELECT MY CORE QUESTION/TOPIC
According to the Rhode Island Skills Commission Capstone Toolkit (2005, p. 2),
“The core question should be open-ended and exploratory. It is a path to knowledge, which allows you to
acquire knowledge and use that knowledge to solve problems. Your core question should focus on applied
learning and works best when it is rooted in real-world issues. Your core question will lead you to the
creation of an identifiable product that can be judged for how well it meets the applied learning and
content standards you have chosen.”
WHAT WILL MY CAPSTONE LOOK LIKE WHEN IT’S DONE?
Your prospectus should explain clearly what final product you plan to generate. The following examples provided
in the guide are designed to inspire teachers and students with ideas as well as to provide acceptable standards and
requirements. They do not represent a list of projects from which a student is required to select.

Will it be a research study? With primary research you start with a focused research question, and then
create the primary data that you analyze, interpret, and report. You could do a survey or a series of
interviews. Carefully design the instrument by which you gather your primary data. Gather your data in a
thorough and systematic way. Analyze your data to answer your research question. Secondary research
requires you to gather knowledge that is not original, but you do something with it that hasn’t been done
before. Regardless of the research method you must address: Method: Describes in detail how the project
was completed. This information allows the reader to evaluate the appropriateness of the methods used.
Results: Describes what has been learned from the project. The Results section may have multiple
subdivisions that clearly organize and present the material. Conclusions: An evaluation or interpretation of
the results, in light of the original problem statement and supporting theory. What contributions to your
topic have been made by this project? How has this project helped to resolve the original problem? What
conclusions and theoretical implications can be drawn? Bibliography: All resources used to complete the
project listed using correct format (APA, MLA, or Chicago style sheet, depending on your disciplines).

You can also choose to put together a literature review with synthesis of knowledge. This means you
answer your capstone question by reading, summarizing and synthesizing other people's research
materials. Begin by writing an introduction that explains what question you're asking, why it's an
important question to address and why a literature review is an appropriate approach. Plan to read
approximately 10 scholarly articles, two or three recently published text, and no more than three
creditable Web sites. At your prospectus meeting, reach an agreement with your committee on exactly how
much reading you'll be required to do. As you write your final paper, demonstrate what you learned from
each article, text and Web site by discussing similarities and differences in findings. Does there seem to be a
consensus regarding your topic or question? Are there conflicting opinions or research results? Explain the
significance of what you have learned from the readings in terms of clarifying your topic or question. Draw
conclusions based on what you have learned. Discuss what you think is the best answer to your capstone
question based on what you learned from your readings. Bibliography: All resources used to complete the
project listed using correct format (APA, MLA, or Chicago style sheet, depending on your disciplines).

You can choose to do a creative capstone project that brings something new into the world. For example,
you may film a documentary covering a relevant topic, create a sample Website to promote an e-commerce
endeavor, or another approved project includes a supporting document that explains what you’re doing,
why you’re doing it and what research you did to bring it into being. Your paper should show how you’ve
used the knowledge and skills you’ve learned in your three areas of emphasis, and should be formatted
appropriately to your disciplines, including a complete bibliography citing your sources. (APA, MLA, or
Chicago style).

Business or Marketing Plan or other proposal. All plans and/or proposals must contain: Executive
Summary, Vision or Mission Statement, Milestones, Market Analysis, Competitive Analysis, Strategy,
Products/Services, Strategic Positioning, Promotions/Publicity/Marketing/Sales (as applicable),
Operations, Budget, Explanation of what you would hope to achieve through this initiative, how learned
concepts are being applied, what you learned doing the project, and a complete bibliography. They must be
detailed and cannot take the form of a PowerPoint Presentation as that would not be a substantive enough
effort.
47

Maybe you will take on an entrepreneurial design project where you develop, and initiate a small
entrepreneurial endeavor. Document all your activities and include a supporting document that explains
what you did and why, what you hoped to accomplish, how learned concepts are being applied, what you
learned doing the project, how the business should be expanded, and a complete bibliography. Include the
operating budget and profit and loss statement. This must be an individual and not a group experience and
the entrepreneurial endeavor must be substantive.

Case studies can be very interesting. Why not select a particular issue, phenomena, or concept and locate
and discuss several cases relevant for example if you were doing business ethics and accounting you may
select Enron, Tyco, WorldCom, and Arthur Anderson to examine. You would then want to address:
background information about the company(ies) involved, background of the problem, the prevailing
ethical culture of the company that allowed the events to transpire, the actual events, any ethical
compliance or other program that either were or were not in place, why the case is ethically relevant to
explore, the ethical issues at stake, what are the long and short term ramifications of the events, what did
you learn from the case, what could have prevented the events, what are your recommendations, and what
are your personal reflections.

Planning a work study experience? A capstone project can take the form of a detailed report and analysis
coinciding with an internship experience. In this instance, a student would be required to develop a
detailed history of the company; prepare an organizational chart; report on the major
department/divisions and job descriptions of pertinent personnel; discuss company operations; address
the products and/or services that the company offers; discuss the company’s mission and whether the
company is meeting the goals set forth; analyze the company’s strategy, strategic positioning, and perform
a competitive analysis; discuss the management structure and decision making strategies; and address the
long term outlook for the company in the current economic climate. Students will also want to keep a
detailed log of their internship activities; produce artifacts that demonstrate the application of knowledge
in a practical professional setting and reflect on the meaningfulness of their experiences. Please note, a
student cannot work at a school store and attempt to use this as an internship experience.

Can a project that began as part of a CTSO competition be used? Yes, a project that began as a CTSO effort
can be expanded and enhanced so as to become part of an individualized capstone experience. It will be
crucial that any work produced as part of a group effort is clearly identified and the student will not get
credit for the prior work done as part of a collaborative effort. Additionally, a specific set of substantive
activities as well as a comprehensive paper or product to be produced around a core question or set of
questions must be assigned.

How about a simulation? There are a number of excellent business simulations available. The Stock Market
Game for example involves students in a two month investment cycle where they invest a hypothetical
$100,000 in NASDAQ, AMEX, and NYSE listed common stocks. Students can research stocks; discover how
financial markets work; choose portfolios; manage budgets; follow companies in the news; and make
decisions on whether to buy, sell, or hold. Students will need to maintain a detailed log of their activities;
keep a reflective journal where they chronicle their portfolio’s performance, trades and transactions made,
their decisions, the ramifications of their decisions, what economic factors are impacting the performance
of their stocks, any additional internal and external factors impacting performance, etcetera.

Interested in a virtual enterprise? Virtual Enterprises International is a trademark of the New York City
Department of Education. A Virtual Enterprise (VE) is a simulated (virtual) business that is set up and run
by students with the guidance of a teacher/facilitator and a business partner. This program allows
48
students to experience, in a simulated business environment, all facets of being an employee in a firm. The
Virtual Enterprise involves students in every aspect of a business, including human resources, accounting,
product development, production, distribution, marketing, and sales. The difference between a Virtual
Enterprise and an actual business is that no goods are produced nor actual currency exchanged. The
transfer of virtual funds is made electronically through a web-based simulated banking system, provided
by the New York City Department of Education that links all U.S. firms with each other and with the rest of
the world. Students will need to maintain a detailed log of their activities, and maintain a reflective journal.

Will you select the extended essay? An extended essay is a 4,000-5,000 word written product. Under the
supervision of a faculty mentor, the student conducts extensive research and produces the formal written
paper, which is externally assessed.

Like event planning and project management? Take responsibility for all aspects of planning and
organizing a significant event or activity from concept to completion, making good use of the resources of
people, time, money, materials and facilities. This event must include content standards, relate to program
learning objectives, include an activity log, a reflective journal, a professional plan developed before
undertaking the event, and be accompanied by a paper that provides an expected and actual budget,
performance analysis, explains how the project linked to core learning outcomes, description of what was
learned as a result of the event, evaluation of the decisions made and the effectiveness of each decision,
etcetera.

An e-portfolio may be your choice. An e-portfolio is an organized compilation that demonstrates
knowledge, skills, values, and/or achievements and that includes reflections or exegesis which articulate
the relevance, credibility, and meaning of the artifacts presented (Buzzetto-More, 2011). E-portfolios have
been shown to be a valid way to document student progress, encourage greater student involvement in the
learning process, showcase work samples, and provide learning outcomes assessment and curriculum
evaluation. Built around the learning goals of the completer program a student generates his/her eportfolio either using a valid e-portfolio tool such as LiveText or the Mahara, or by creating and maintaining
a wiki, or through the development of a voice thread (PowerPoint is too simplistic for this effort). You will
be entering or selecting the learning goals, locating and importing artifacts (at least three with four
preferred per learning goal), authoring reflections, preparing the look and layout of your portfolio, and
inviting guests to view and evaluate your portfolio. Reflections provide crucial insight into your
understanding. You must have one reflection per learning goal. Your reflections must be a minimum of
1000 words and no more than 2,000 words. Please refer to the word count feature in MS Word.
Reflections must explain in a thorough, lucid, and professional manner the following:
 Your understanding and impression of the learning objective in question,
 The meaningfulness of the learning goal,
 How your interpretation of the learning goal has changed over time,
 A description of each artifact that includes how, and why, you selected this particular artifact,
 How, and why, the artifacts you have selected demonstrate mastery of the particular learning goal,
 The strengths and weaknesses of your selections,
 Your strengths and weaknesses with respect to the learning goal, and
 How the learning objective will relate to you professionally and/or academically in the future in
your career (feel free to give examples).
Finally, you must also include a 3-4 page personal paper (Times New Roman Font 12, 2 line spaced, 1 inch
margins) where you discuss:
49
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what you have learned in during your time in the program,
how you have grown as a student and as a professional (and what experiences have contributed to
this growth),
your strengths and weaknesses,
how you plan on improving your strengths and eliminating your weaknesses,
whether you plan on seeking employment or attend college in your area of concentration,
your college goals and career long and short term goals
how prepared you feel to enter either higher education or the workforce,
your immediate plans after graduation,
your five year plan,
what you have learned by completing your e-portfolio(s),
what experiences have most shaped your perceptions of the business world
your reflections on your time in high school
Need more examples? An accounting completer has a number of options. Here are just two examples

Assess the financial condition and operating results of a real or fictitious company using MS Excel by
analyzing and interpreting financial statements using the appropriate ratios, forecasting the future, and
making recommendations to company executives. Include the following: Acid Test, Price Earnings Ratio
(PPE), Working Capital Ratio, Inventory Turnover Ratio, Ratio of PPE to Long Term, Liabilities, and Ratio of
Stockholders Equity. Include a supporting document that explains what you did and why, what you found
during your analysis, how learned concepts are being applied, your recommendations for the future of the
company, and a complete bibliography.

Discuss the following factors in computing depreciation: cost, residual value, depreciable cost, and
estimated useful life. Explain the concept of revising depreciation rates and how this works. Set up a basic
depreciation schedule in MS Excel, defining each element of the schedule (cost, annual depreciation,
accumulated depreciation, and carrying value).Perform necessary accounting procedures to dispose of
Property, Plant and Equipment. Include a supporting document that explains what you did and why, how
learned concepts are being applied, your recommendations for the future of the company, and a complete
bibliography.
It is important to reiterate that a capstone project represents a culmination of a program of study. A project must
require a student to work at the highest possible level by integrating and applying advanced concepts.
50
WHAT STEPS ARE INVOLVED IN THE CAPSTONE PROJECT?
1.Review program materials and select a topic.
Select a topic you find to be believe to be especially interesting or beneficial to you in your future academic/career
life.
2. Determine and identify the learning product and means by which you will advance your
knowledge/skill levels.
You must advance your knowledge/skill level beyond that normally expected in the course. It is expected that the
project will reflect a minimum of 40 hours of concentrated effort on your behalf.
3. Prepare a brief (2-3 page) capstone project proposal.
The proposal must …
o
o
o
o
o
clearly identify the topic you have chosen, and
describe the learning product, and
describe the means by which you will advance your knowledge/skill levels in the topic you have chosen
describe the deliverables products that will be submitted at the end of the semester include a schedule
and detailed timeline for the submission of deliverables
with the help of you teacher identify and describe benchmarks that will be completed and reviewed along
the way
4. Submit by your capstone project proposal for consideration and approval by the specified due date.
Note, proposals requiring rework will be returned with a request for revision and resubmission. It is essential for
you to work diligently and early to create an acceptable capstone project.
5. Once your proposal has been approved, prepare a task sheet and final timeline/schedule of deliverables
with your instructor. work toward the completion of your approved project activity throughout the
remainder of the semester.
6. Submit your project various benchmarks/work-in-progress activities or reports by the specified due
dates.
7. Develop a MS PowerPoint of your experience by the specified due date.
8. Submit your completed project. Receive feedback from you teacher and make modifications as needed.
9. Present your completed project to your peers
10. Formal presentation and exhibition to review panel
CAPSTONE PRESENTATION GUIDELINES
Presentation of your completed project is considered an essential part of the experience. As projects will vary
tremendously, the style and content of the presentations will likewise vary. You will however, be required to
utilize a computer-based presentation package to create and deliver your presentation. The use of Microsoft
PowerPoint 2010 is required. Your presentation should last 10-15 minutes.
Using Microsoft PowerPoint, create a new presentation consisting of the following slides at a minimum:
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Title/Topic slide that Identifies the Title/Topic of your project and the course title and your name.
Table of Contents Slide
Executive Summary Slide
Project Description Slide
Problem Slide (what problem were you trying to solve)
Goals Slide
3 Process/Methodology Slides
Relevance Slide (relates your project to key program concepts)
5Results Slides (what happened and/or what were your findings)
Outcomes Slide Identifies all significant outcomes (i.e., what was and was not accomplished).
Lessons Learned Slide Identifies the lessons you learned in completing the project
Recommendations Slide recommendations
Bibliography
Other Requirements
 A theme applied (use the design tab)
 A slide number footer justified to the right that does not apply to the title slide (use the insert tab)
 A centered footer with your name (that does not apply to the title slide)
 A table of contents slide with hyperlinks added to coordinating slides
 At least four slides that contain pictures, tables, charts, or smart art diagrams
 External Hyperlinks
 References on the final slide with proper APA formatting
Remember, your slides should contain only an outline and you should elaborate on each point as you present.
POWERPOINT PRESENTATION GRADING CRITERIA:
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Professional: The presentation should be professional in style, color, format, and overall design. Slides
should neither be empty or cluttered. All required slides as identified are included.
Properly Cited: The presentation must be cited and the work should not be plagiarized
Mechanics: The presentation should be free from errors in spelling, grammar, word usage, and
punctuation.
Content: The content should be clear, complete, and indicate an effort to critically analyze concepts.
Delivery: Appropriate verbal and non-verbal communications is employed. The presentation is
extemporaneous with no reading of content. Student wears professional attire. Delivery indicates student
practice presentation in advance of delivery.
HOW WILL MY CAPSTONE BE GRADED?
CRITERIA FOR EVALUATION OF CAPSTONE PROJECTS
Capstone Proposal
Perceived Difficulty/Effort and Thoroughness of Project
Writing
Quality of Presentation
Adherence to Proposed Deliverables& Schedule
Overall Quality of Project
10%
10%
10%
20%
10%
40%
MARYLAND BMF CAPSTONE RUBRIC
Expectations
Capstone
Proposal
Perceived
Difficulty/ Effort
& Thoroughness
of Project
Exceeds Expectations
Clearly defines core question and all learning
activities. Skillfully, demonstrates an
understanding of the theoretical support for the
project. Provides robust background
information and compelling justification.
Methodology proposed logically supports the
core question Analyzes a condition or situation
of significance as the basis for exploration &
reflection. Thoughtful & realistic timeline
included.
The project is clearly challenging, requiring a
sizable effort and commitment on the part of
the student; is multifaceted and complex and
will require the student to implement/explore
multiple program concepts. The project
represents a culmination of learning.
Meets Expectations
Defines the core question and learning
activities. Demonstrates an
understanding of the theoretical
support for the project. Provides
background information and
justification. Methodology proposed
addresses the core question. Purposed
to analyzes a significant.
Timeline included. Minor flaws with
no omissions.
The project is challenging, and will
require effort and commitment on the
part of the student. The project will
require the student to
implement/explore program concepts.
Minor improvements needed with no
omissions
Uses language that clarifies and
supports intent. Demonstrates control
of grammar, usage, punctuation,
mechanics, syntax, sentence structure,
and spelling. Minor flaws
Writing
Skillfully uses precise and descriptive language
that clarifies and supports intent and
establishes an authoritative voice.
Demonstrates correct use of grammar, usage,
punctuation, mechanics, syntax, sentence
structure, and spelling.
Quality of
Presentation
(See separate
grading criteria)
The presentation is professional in style, color,
format, and overall design. Slides are neither
empty or cluttered. All required slides are
included. The presentation is includes citations
and is free from errors. The content is clear,
complete, & demonstrates an ability to
critically analyze concepts. Exemplary verbal
and non-verbal skills are employed (see
separate criteria). The presentation is
extemporaneous with any reading of content,
indicating prior practice. Student wears
professional attire.
Presentation is for the most part
professional in style, color, format, and
overall design; has citations and is not
plagiarized. The presentation is mostly
free from errors in spelling, grammar,
word usage, and punctuation. The
content is clear, and indicates an effort
to analyze concepts. Mostly,
appropriate verbal and non-verbal
communications is employed. The
presentation is extemporaneous.
Student wears professional attire.
Minor flaws exist in one or more areas.
Adherence to
Proposed
Deliverables &
Schedule
Student continuously meets all project
deliverables in accordance with planned
timeline. Student is clearly able to organize
his/her time appropriate to the project.
Student meets most project
deliverables in accordance with
planned timeline. Student is usually
able to organize his/her time
appropriate to the project. Minor
Almost meet expectations
Attempts to define the core question
and learning activities Demonstrates an
attempt to provide theoretical support
for the project. Some background
information and attempt at justification
presented. Presents a methodology.
Attempts to analyze a condition or
situation of significance. Timeline
attempted. Multiple flaws or minor
omissions.
The project attempts to require the
student to implement/explore program
concepts. The project attempts to
represents a culminating experience.
Flaws and omissions evident. Greater
effort, level of difficulty, and or
thoroughness required.
Attempts to use language that clarifies
and supports intent. Attempts to
control of grammar, usage,
punctuation, mechanics, syntax,
sentence structure, and spelling with
some errors clearly evident. Multiple
corrections and/or improvements
needed.
Presentation attempts to be
professional. The presentation attempts
to employ proper mechanics; however,
errors are evident. Attempt is made to
have content that is clear, and indicates
an effort. Attempt at appropriate verbal
and non-verbal communications is
employed. Multiple flaws exist in one
or more areas.
Unacceptable
Components are
either inadequate or
missing. Serious
flaws present.
Proposal does not
come close to
meeting expectations.
Student attempts to meet project
deliverables. Student attempts to
organize his/her time appropriate to the
project. Multiple issues meeting
deliverables on schedule.
Student exhibits poor
planning and time
management
throughout project
completion.
Insufficient. The
difficulty, level of
effort, and/or
thoroughness are
inadequate.
Numerous flaws. A
serious rewrite is
required.
Presentation
ineffective due to
serious flaws in
either presentation
design or delivery.
53
Overall Quality of
Project
Clearly defines the core question and the
learning activities. Supports the core question
with an analysis of relevant and accurate
evidence. Elaborates on significance of new
knowledge acquired and makes insightful
connections to hypothesis. Analyzes a
condition or situation of significance as the
basis for reflection. Makes connections
between personal ideas & experiences and
more abstract aspects of life, leading to new
perspective or insights. Is focused on topic.
Maintains focus. Provides audience with
something provocative to think about.
difficulties evident on one or two
occasions.
Defines the core question and the
learning activities.
Supports the core question with
analysis. Presents
new knowledge and addresses
thesis/topic. Makes connections
between ideas and experiences.
Provides a conclusion. Minor flaws
evident.
Attempts to define a core question,
analyze findings, and present a
conclusion.
Attempts to makes connections
between ideas and experiences.
Conclusion attempted but may be
flawed. A number of improvements
required in order to enhance the overall
quality of the project. Project meets
minimal requirements but falls short of
expectations.
Poor project quality.
54
Maryland BMF Program Affiliate
Nicole Buzzetto-More, Director
2109 Kiah Hall
University Blvd.
Princess Anne, MD 21853
Nabuzzetto-more@umes.edu
http:///www.BusinessEducationMSDE.com
55