Student: ____________________________
Peer Assessment of Capstone Proposals
Step One. Re-read the capstone proposal guidelines and read all of this assignment worksheet. Then read all four sample proposals. These documents can found on the class website, faculty.washington.edu/mreese/capstone/490calendar.htm. As you read the proposals, keep in mind that they were written when students had less guidance about how to organize the proposals. Step Two. State what grade you feel that each proposal deserves—assuming that the proposals were final drafts. Do not penalize the students for failure to include an abstract. Grade for Proposal #1 “Lower Duwamish Superfund Site” _____________ Grade for Proposal #2 “Sustainable Development at O’Brien and Company” _____________ Grade for Proposal #3 “NGOs and Indigenous Peoples in Ecuador” _____________ Grade for Proposal #4 “Biodiesel” _____________ Step Three. Re-read one of the proposals. You may choose any of the four. Make comments on the proposal as you read it. Yes, you will be required to turn in the marked-up draft with your comments on it. As you read, be sure to make comments on any paragraph that is especially convincing or particularly problematic. Consider the following questions as you evaluate paragraphs: What is the function of this paragraph? If it is making an argument, does the paragraph have a clear topic sentence? Is there more than one main idea in the paragraph? If so, how should the author divide the paragraph? An excellent peer assessment doesn’t just point out problems; it suggests solutions. Furthermore, be sure to include positive comments that explain why some paragraphs or passages were especially persuasive or effective. Step Four. Please fill out the assessment form below. This form is very similar to the one that your faculty advisor will use to evaluate your draft proposal. 1) Please evaluate the context and background section of the capstone proposal.
Here are some questions you may wish to consider: Does the proposal adequately define the central environmental issue(s) addressed by the project? Does it demonstrate the student’s awareness of relevant scholarly literature about this/these issue(s)? How might the proposal do a better job of situating the project in a larger context?
(continued on the reverse)
2) Please assess the researchable questions.
Here are some questions you may wish to consider: Are the questions relevant to the context and background? Are the questions clear, focused, and manageable?
3) Comment on the proposal’s description of project responsibilities and methods.
Here are some questions you may wish to consider: Does the proposal clearly describe the hands-on work the student will be doing? Does the proposal explain what methods the student will use to answer his or her researchable questions? If relevant, does the proposal explain how the student will analyze information gathered? Should the student consider alternate or additional methods of gathering and/or analyzing information?
4) Evaluate the significance section of the proposal.
Here are some questions you may wish to consider: Does this section describe how the project will address the central environmental and/or scholarly issues described in the context and background section? How might the student strengthen this section of the proposal?
Feel free to include any other comments that might help the student revise the proposal and contract. (You may attach additional sheets.)