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

Producción científica: Capítulo del libro/informe/acta de congreso › Capítulo de libro › revisión exhaustiva

Resumen

La integración de diversos métodos y estrategias de enseñanza se ha vuelto cada vez más importante en el ámbito educativo. Los proyectos de fin de carrera se utilizan tradicionalmente como culminación del recorrido académico del estudiante. Este estudio analiza dos cursos del último año de ingeniería en Sudamérica, uno en la Universidad Privada Boliviana y otro en la Universidad del Pacífico. Los resultados indican que los estudiantes adquieren una comprensión más profunda del conocimiento integral al aplicarlo en proyectos de fin de carrera que conducen a la obtención del título de ingeniería. Este enfoque va más allá del uso tradicional de los proyectos de fin de carrera al incorporar el aprendizaje basado en proyectos y la evaluación auténtica. Sin embargo, adaptar estas propuestas educativas a distintos contextos, especialmente fuera del ámbito de la ingeniería, puede resultar desafiante.

Idioma original	Inglés
Título de la publicación alojada	The Emerald handbook of active learning for authentic assessment
Editores	Eliseo Vilalta-Perdomo, Alessandra Scroccaro, David Ernesto Salinas-Navarro, Rosario Michel-Villarreal
Editorial	Emerald Publishing
Páginas	199-222
Número de páginas	24
ISBN (versión digital)	9781837978571
ISBN (versión impresa)	9781837978588
DOI	https://doi.org/10.1108/978-1-83797-857-120251011
Estado	Publicada - 25 abr. 2025

Nota bibliográfica

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

Palabras clave

Evaluación auténtica
Propuesta de proyecto de fin de carrera
Tesis
Proyecto final de titulación
Aprendizaje basado en proyectos

ODS de las Naciones Unidas

Este resultado contribuye a los siguientes Objetivos de Desarrollo Sostenible

Acceder al documento

10.1108/978-1-83797-857-120251011

Otros archivos y enlaces

Citar esto

da Silva-Ovando, A., Luna, A., Chong, M., & Escobar, A. (2025). Strategic integration of project-based learning and authentic assessment in capstone proposal development. En 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. En 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.

Producción científica: Capítulo del libro/informe/acta de congreso › Capítulo de libro › revisión exhaustiva

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. En Vilalta-Perdomo E, Scroccaro A, Salinas-Navarro DE, Michel-Villarreal R, editores, 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

Resumen

Nota bibliográfica

Palabras clave

ODS de las Naciones Unidas

Acceder al documento

Otros archivos y enlaces

Huella

Citar esto