Assessing the Assessments in a Senior Computer Engineering Technology Capstone Course

This paper presents an analysis of assessment techniques utilized for ELET 4308, a senior level capstone course in Computer Engineering Technology in the College of Technology at the University of Houston. The current format of the capstone class has been in place since 2004. From the beginning, it has been necessary to study various factors that impact student academic performance and learning to ensure that the course is fulfilling its educational responsibilities. A key component of this evaluative process has been the development and implementation of a multi-faceted assessment plan. The paper provides an exploratory analysis of the most recent assessment instruments used to evaluate each student and team in the class from fall 2006, spring 2007, and fall 2007. Using multiple-regression modeling, we examine the predictive effectiveness of intermediate assessment tools (e.g. midterms, project proposals) in terms of summative course outcomes. While assessment tools in fall 2006 and fall 2007 generally functioned as appropriate predictors, the specific variables varied slightly. However, the effectiveness of assessments in spring 2007 was tenuous. The paper concludes by discussing the implications of the results as well as outlining next steps in the assessment process for the course.