What Examiners Do: What Thesis Students Should Know

Autor/inn/en	Golding, Clinton; Sharmini, Sharon; Lazarovitch, Ayelet
Titel	What Examiners Do: What Thesis Students Should Know
Quelle	In: Assessment & Evaluation in Higher Education, 39 (2014) 5, S.563-576 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2013.859230
Schlagwörter	Examiners; Graduate Students; Student Evaluation; Expectation; Masters Theses; Criteria; Feedback (Response); Reader Text Relationship; Literature Reviews + Suchen Sie Ihr Suchwort? Examiner; Prüfer; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulnote; Studentische Bewertung; Expectancy; Erwartung
Abstract	Although many articles have been written about thesis assessment, none provide a comprehensive, general picture of what examiners do as they assess a thesis. To synthesise this diverse literature, we reviewed 30 articles, triangulated their conclusions and identified 11 examiner practices. Thesis examiners tend to be broadly consistent in their practices and recommendations; they expect and want a thesis to pass, but first impressions are also very important. They read with academic expectations and the expectations of a normal reader. Like any reader, thesis examiners get annoyed and distracted by presentation errors, and they want to read a work that is a coherent whole. As academic readers, examiners favour a thesis with a convincing approach that engages with the literature and the findings, but they require a thesis to be publishable research. Finally, examiners give not only a final evaluation of a thesis, but also instruction and advice to improve the thesis and further publications and research. We hope that these generalisations will demystify the often secret process of assessing a thesis, and reassure, guide and encourage students as they write their theses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10