Strategic integration of project-based learning and authentic assessment in capstone proposal development

Agatha da Silva-Ovando; Ana Luna; Mario Chong; Aymara Escobar

doi:10.1108/978-1-83797-857-120251011

Strategic integration of project-based learning and authentic assessment in capstone proposal development

Agatha da Silva-Ovando
, Ana Luna
, Mario Chong
, Aymara Escobar

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

The integration of diverse teaching methods and strategies has become increasingly vital in education. Capstone projects are traditionally used to culminate a student's academic journey. This study examines two final-year engineering courses in South America, one at Universidad Privada Boliviana and the other at Universidad del Pacifico. The findings indicate that students gain a deeper understanding of holistic knowledge by applying it in capstone projects that lead to their engineering degree. This approach goes beyond traditional capstone uses by incorporating project-based learning and authentic assessment. However, adapting educational proposals to different contexts, especially outside engineering, can be challenging.

Original language	English
Title of host publication	The Emerald handbook of active learning for authentic assessment
Editors	Eliseo Vilalta-Perdomo, Alessandra Scroccaro, David Ernesto Salinas-Navarro, Rosario Michel-Villarreal
Publisher	Emerald Publishing
Pages	199-222
Number of pages	24
ISBN (Electronic)	9781837978571
ISBN (Print)	9781837978588
DOIs	https://doi.org/10.1108/978-1-83797-857-120251011
State	Published - 25 Apr 2025

Bibliographical note

Publisher Copyright:
© 2025 Agatha da Silva-Ovando, Ana Luna, Mario Chong and Aymara Escobar. All rights reserved.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 9 Industry, Innovation, and Infrastructure
SDG 17 Partnerships for the Goals

Keywords

Authentic assessment
Capstone proposal
Dissertation
Final degree project
Project-based learning

Access to Document

10.1108/978-1-83797-857-120251011

Cite this

da Silva-Ovando, A., Luna, A., Chong, M., & Escobar, A. (2025). Strategic integration of project-based learning and authentic assessment in capstone proposal development. In E. Vilalta-Perdomo, A. Scroccaro, D. E. Salinas-Navarro, & R. Michel-Villarreal (Eds.), The Emerald handbook of active learning for authentic assessment (pp. 199-222). Emerald Publishing. https://doi.org/10.1108/978-1-83797-857-120251011

da Silva-Ovando, Agatha ; Luna, Ana ; Chong, Mario et al. / Strategic integration of project-based learning and authentic assessment in capstone proposal development. The Emerald handbook of active learning for authentic assessment. editor / Eliseo Vilalta-Perdomo ; Alessandra Scroccaro ; David Ernesto Salinas-Navarro ; Rosario Michel-Villarreal. Emerald Publishing, 2025. pp. 199-222

@inbook{4bdc258b38bb456da329a8170e8fb299,

title = "Strategic integration of project-based learning and authentic assessment in capstone proposal development",

abstract = "The integration of diverse teaching methods and strategies has become increasingly vital in education. Capstone projects are traditionally used to culminate a student's academic journey. This study examines two final-year engineering courses in South America, one at Universidad Privada Boliviana and the other at Universidad del Pacifico. The findings indicate that students gain a deeper understanding of holistic knowledge by applying it in capstone projects that lead to their engineering degree. This approach goes beyond traditional capstone uses by incorporating project-based learning and authentic assessment. However, adapting educational proposals to different contexts, especially outside engineering, can be challenging.",

keywords = "Authentic assessment, Capstone proposal, Dissertation, Final degree project, Project-based learning, Evaluaci{\'o}n aut{\'e}ntica, Propuesta de proyecto de fin de carrera, Tesis, Proyecto final de titulaci{\'o}n, Aprendizaje basado en proyectos",

author = "\{da Silva-Ovando\}, Agatha and Ana Luna and Mario Chong and Aymara Escobar",

year = "2025",

month = apr,

day = "25",

doi = "10.1108/978-1-83797-857-120251011",

language = "English",

isbn = "9781837978588",

pages = "199--222",

editor = "Eliseo Vilalta-Perdomo and Alessandra Scroccaro and Salinas-Navarro, \{David Ernesto\} and Rosario Michel-Villarreal",

booktitle = "The Emerald handbook of active learning for authentic assessment",

publisher = "Emerald Publishing",

address = "United Kingdom",

}

da Silva-Ovando, A, Luna, A , Chong, M & Escobar, A 2025, Strategic integration of project-based learning and authentic assessment in capstone proposal development. in E Vilalta-Perdomo, A Scroccaro, DE Salinas-Navarro & R Michel-Villarreal (eds), The Emerald handbook of active learning for authentic assessment. Emerald Publishing, pp. 199-222. https://doi.org/10.1108/978-1-83797-857-120251011

Strategic integration of project-based learning and authentic assessment in capstone proposal development. / da Silva-Ovando, Agatha; Luna, Ana ; Chong, Mario et al.
The Emerald handbook of active learning for authentic assessment. ed. / Eliseo Vilalta-Perdomo; Alessandra Scroccaro; David Ernesto Salinas-Navarro; Rosario Michel-Villarreal. Emerald Publishing, 2025. p. 199-222.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Strategic integration of project-based learning and authentic assessment in capstone proposal development

AU - da Silva-Ovando, Agatha

AU - Luna, Ana

AU - Chong, Mario

AU - Escobar, Aymara

PY - 2025/4/25

Y1 - 2025/4/25

N2 - The integration of diverse teaching methods and strategies has become increasingly vital in education. Capstone projects are traditionally used to culminate a student's academic journey. This study examines two final-year engineering courses in South America, one at Universidad Privada Boliviana and the other at Universidad del Pacifico. The findings indicate that students gain a deeper understanding of holistic knowledge by applying it in capstone projects that lead to their engineering degree. This approach goes beyond traditional capstone uses by incorporating project-based learning and authentic assessment. However, adapting educational proposals to different contexts, especially outside engineering, can be challenging.

AB - The integration of diverse teaching methods and strategies has become increasingly vital in education. Capstone projects are traditionally used to culminate a student's academic journey. This study examines two final-year engineering courses in South America, one at Universidad Privada Boliviana and the other at Universidad del Pacifico. The findings indicate that students gain a deeper understanding of holistic knowledge by applying it in capstone projects that lead to their engineering degree. This approach goes beyond traditional capstone uses by incorporating project-based learning and authentic assessment. However, adapting educational proposals to different contexts, especially outside engineering, can be challenging.

KW - Authentic assessment

KW - Capstone proposal

KW - Dissertation

KW - Final degree project

KW - Project-based learning

KW - Evaluación auténtica

KW - Propuesta de proyecto de fin de carrera

KW - Tesis

KW - Proyecto final de titulación

KW - Aprendizaje basado en proyectos

UR - https://www.scopus.com/pages/publications/105005383855

UR - https://www.mendeley.com/catalogue/6dfbcc1b-42e1-3870-b6b4-bb2b34c1d6aa/

U2 - 10.1108/978-1-83797-857-120251011

DO - 10.1108/978-1-83797-857-120251011

M3 - Chapter

AN - SCOPUS:105005383855

SN - 9781837978588

SP - 199

EP - 222

BT - The Emerald handbook of active learning for authentic assessment

A2 - Vilalta-Perdomo, Eliseo

A2 - Scroccaro, Alessandra

A2 - Salinas-Navarro, David Ernesto

A2 - Michel-Villarreal, Rosario

PB - Emerald Publishing

ER -

da Silva-Ovando A, Luna A , Chong M, Escobar A. Strategic integration of project-based learning and authentic assessment in capstone proposal development. In Vilalta-Perdomo E, Scroccaro A, Salinas-Navarro DE, Michel-Villarreal R, editors, The Emerald handbook of active learning for authentic assessment. Emerald Publishing. 2025. p. 199-222 doi: 10.1108/978-1-83797-857-120251011

Strategic integration of project-based learning and authentic assessment in capstone proposal development

Abstract

Bibliographical note

UN SDGs

Keywords

Access to Document

Other files and links

Fingerprint

Cite this