Preworkshop Survey

Not Applicable  Strongly Disagree
Disagree  Neutral  Agree  Strongly Agree
In my department, we are in need of assessment instruments involving assessment by faculty members.

NA

1

2

3

4

5

In my department, we struggle to identify assessment measures for the “softer” outcomes.

NA
1
2
3
4
5

I am able to define the attributes desired in a capstone experience.
NA 1 2 3 4 5

The word “rubric,” when used in an assessment context, is familiar to me.

NA
1
2
3
4
5

Students in my department do not always understand the criteria for grading projects and reports.

NA
1
2
3
4
5

In my department, different faculty members often evaluate similar projects very differently, often assigning different grades.

NA

1

2

3

4

5

In my department, students always make an oral presentation of their capstone design project.

NA
1
2
3
4
5

In my department, oral presentations of capstone design projects is followed by a question-and-answer session.

NA

1

2

3

4

5

Postworkshop Survey

Not Applicable  Strongly Disagree
Disagree  Neutral  Agree  Strongly Agree

I believe that I now know enough to use capstone experiences for assessment.

NA
1
2
3
4
5

I believe that capstone experiences can be used to assess the “softer” outcomes.

NA
1
2
3
4
5

I am able to define the attributes desired in a capstone experience.

NA
1
2
3
4
5

The word “rubric,” when used in an assessment context, is familiar to me.

NA
1
2
3
4
5

The use of rubrics is a good method for obtaining assessment information.

NA
1
2
3
4
5

In my department, I plan to champion the development of rubrics for assessment of capstone projects.

NA
1
2
3
4
5

In my department, I plan to champion the use of Primary Trait Analysis for grading of capstone projects.

NA

1

2

3

4

5

In my department, I plan to champion the use of questioning after presentation of capstone project reports for assessment purposes.

NA

1

2

3

4

5