The document discusses using capstone projects and summative assessments to evaluate student learning. It suggests students complete a project in their area of interest that demonstrates their ethical perspective and integration of knowledge from multiple disciplines. Peer, self, and teacher assessments would evaluate students' work formatively and summatively, with the best projects presented at a capstone conference.

1. The Project
Outcomes
Sharpen the Capstone
Focus Conference
What are Peer, Self
reliable and Teacher
people Assessment:
saying
Summative
(Research)?
Teacher The
Assessment A Problem to Capstone
Solve Presentation
: Formative
A Question to
Answer
A Passion to
Pursue
What’s your Peer and
perspective Teacher
? Solution? Assessment:
Answer? Formative
Peer and
Teacher Storyboards
Assessment or artistic
s What the renderings
Getting the
(Formative) evidence message out
that makes
there:
your
perspective
What’s the
reliable and medium
ethical? (media)?

2. Treatment 1
• Author: Dom Scibilia
• Genre: Non-Fiction, Instructional
• Title: Finding Your Ethical Perspective
• Logline: Surveys of means of assessment at
St. Peter’s Prep finds that summative,
content-driven tests and quizzes dominate
how we evaluate student learning.
Opportunities for trans-disciplinary,
innovative, collaborative demonstrations of
deeper and correlative knowledge are
limited. Students in a recent instructional
surveys indicate their interest in project
based assessments that reflect their
interests and encourage self-direction and
integration of knowledge and skills from
many disciplines. They seek out real life
projects.

3. Treatment 2
• Synopsis: The junior level course in social ethics
uses a capstone project as the learning focus for
the fourth marking period. Students reflect on
the social ethical questions, problems, or issues
that pique their interest and stoke their passions.
They spend the marking period developing of
project based response to their interest that
clearly leaves the learning community with a
sense of one’s social ethical perspective. All
projects must offer real life applications of their
answer, resolution. Each student presents his
work to the class, and students and teachers
select the most ethically and practically
compelling projects that students present at a
community wide conference. Students should be
creative and make use of at least one other
discipline (and faculty member) as an
instructional mentor ( for example, one of our
artists in residence, a physicist, or historian).