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  • How To Grade Dissertations

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    Muhammad Abu Bakr
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    How to Grade Dissertations

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    14 просмотров7 страниц

    How To Grade Dissertations

    Загружено:

    Muhammad Abu Bakr

    Авторское право:

    © All Rights Reserved
    Скачайте в формате PDF или читайте онлайн в Scribd
    Отметить как неприемлемый контент
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    How to Grade 5) Dissertation Faculty have implicit standards for evaluating the dissertation. They owe it to their students to make those standards explicit By Barpara E. Lovitts be PRD Aiueaton tbe timate con al product. Ie reflects the training of its author cal, analytical, and writing sills recipient can do independent scholarly work. That much is generally agreed. But who decides what an acceptable dissera tion looks like? What are the standards by which faculty evalu- ate dissertations Identifying these criteria—and they do exist, however reluc tant faculty are to write them down—could help faculty deve op informed measures of learning outcomes. These measures would constitute powerful indicators of the success of research training, provide a method for evaluatinig PAD programs, and ‘comparisons among them. Such stan make evaluation of dissertations more valid field g the Implicit Explicit: C Performance Expectations and Asse the Outcomes of Doctoral Education is allow more obj dards would als and reliable across candidates in a department fonthcoming from Stylus Publishing. ‘This article draws on a study that asked faculty to make explic~ 4 their implicit criteria for evaluating disertations. The study simed to help departments, disciplines, and universities develop ‘objective standards for the outcome of doctoral raining—the dissertation—and to use these standards in two ways. At the tu dent level, the goal i zo employ them to improve graduate ‘education and trjning ahd make it more transparent to students; at the program level, it sto asess educational effectiveness ‘The Study 1m 2003-04, 276 faculty members in 74 departments across 10 disciplines a 9 research universities participated in focus groups in which they were asked to characterize disertations and their components (the problem statement, the literature review, theo- +, methods, analysis, and discussion or conclusion) at four dif- ferent quality evel:—outstanding, very good, aceeptabe, and unacceptable. They were abo asked what it means to make an ‘original and significant contribution in their disciplines and what the purpose of the dissertation is. The study targeted faculty ‘members who had produced high numbers of PhDs in four sci- ‘ence disciplines (biology, electrical and computer engineering, that chere was no single feature or set of defining features: “You kknow ie when you see it.” Even though outstanding dissera tions are rare—they come along once or twice a decade, if that often, the focus group participants said—the faculty members liked talking about this quality level more than any other. ‘They said outstanding dissertations are characterized by origi- nalty, high-quality writing, and compelling consequences. They said such dissertations display a richness of thought and insight and. rake an important breakthrough, Their lear and persuasive \writing provides a glimpse into the mind of the author—you can see how the student is thinking. Moreover, they ate a pleasure 0 reads they are “page tamers.” When faculty members read out- standing dsserations they say, “Wow! Why didn’t I think of that?” Each individual component of the dissertation is oustand- ing, and the components are integrated seamlessly throughout the dissertation. ‘The faculty members described students who produce outstanding dissertations as very creative and intellectually adventurous, They love, and are pasionate about, what they are doing, and they dsplay intense curiosity and drive. They leap into ‘new territory and transfer ideas from place to place. Although The faculty members said that they often make holistic judgments about the quality of a dissertation after they have read it. They do not have a mental checklist of items ag: physics or physics and asfolioiny, and mathematics; three social Science dsilines (economics, prychology, and sociology); and three humanities disciplines (English, history, and philosophy). "To get a measure of the faculty membes’ experience nd productivity, we asked them 0 specify how Jong they had been I profesor, how many diserations they had supervised, and hhow many diseration committees they had served on. To- gether, the 272 focus group members who provided back {ground information had 6129 years of expedence, had advised pproximately 3470 diserations and had at on about 990

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