# 1. Problem statement and theoretical framework

Assessment form Master’s thesis Educational Science and Technology (EST)

The EST master's theses are assessed on the basis of six elements. These elements (and the corresponding criteria) derive from the programme’s learning objectives. The supervisors of the thesis are to give an assessment (score 1-100) per element with the help of a "rubric".

The general meaning of the scores is as follows:

Assessment score

Mark

Meaning

≤ 54

< 6

Insufficient; the thesis does not correspond to what can be expected

55-64

6

Sufficient; the thesis meets the expectations

65-74

7

The thesis meets the expectations more than sufficiently

75-84

8

Good thesis

85-94

9

Very good thesis

95-100

10

Excellent, exceptionally good thesis

Weighing factors apply to the elements. Points are to be assigned on the basis of these weighing factors.
The final mark is to be determined on the basis of the total number of points.

The assessment elements are presented below, accompanied by the weighing and the calculation method to be used for the conversion of the scores into points and subsequently into the mark without rounding and the final mark.

Score (0-100) 1 - 3 Content (50%) ((1+2+3) / 3) X 5 = A

1. Problem statement and theoretical framework
2. Research method(s) and analysis
3. Conclusion, reflection, discussion
• Score (0-100) 4 Written report (20%) X 2 = B
• Score (0-100) 5 Process and functioning of the student (20%) X 2 = C
• Score (0-100) 6 Oral presentation and defence (10%) X 1 = D +
• ..… /100 = final mark without rounding
• => ..... round final mark

Which criteria are to be used and how should the scores for the different elements be determined?

The assessment score per element is to be determined by the supervisors on the basis of the corresponding criteria (to be found on the relevant assessment form) and the "rubric". Per element (1-6), the "rubric" (see pages 3-9) provides certain ranges of scores followed by a general description of the corresponding performances to be expected from a student writing, presenting and defending a master's thesis in Educational Science and Technology.

The rubric is therefore an important guideline for the assessment of the master's thesis.

Please note: To be able to pass and graduate, the student needs to achieve a score of at least 55 for each of the individual assessment elements 1-6.

How do I use the assessment forms?
To determine the points per element (1-6) and, subsequently, the mark obtained by the student, two forms need to be used.

1st form:

The points per element 1-5 are to be jointly determined (by means of the rubric) by the first and second assessor and filled in on the 1st form titled Assessment form Master’s thesis EST assessment (1-5).

The 1st form is to be digitally filled in (blue entry fields) and signed by both assessors prior to the final presentation (also called colloquium).

The (first) supervisor is to provide the Educational Affairs Office (BOZ) with one print-out signed by both supervisors version. The print-out is to be handed in after the presentation.

The (first) supervisor ensures that the student also receives a copy of the filled-in form, for example by mailing the filled-in form to the student prior to the presentation or by printing the filled-in form and handing it to the student the final presentation.

2nd form:

The 2nd form titled Presentation assessment (6) and assessment overview master’s thesis EST is a so-called non-carbon copy form, to be filled in and signed by the (first) supervisor immediately after the end of the presentation.

On the 2nd form the assessment and the resulting number of points for the oral presentation and defence (6) are to be filled in and a summary/overview needs to be given of all the weighed points for criteria 1-6. This means that the supervisor needs to copy the weighed points for the elements 1-5 from the 1st form. The mark (with and without rounding) is then to be determined and filled in by the supervisor on the basis of all filled-in weighed points.

The student receives one copy of the filled-in and signed non-carbon copy form (2nd page), the supervisor keeps one copy (3rd page) and the Educational Affairs Office (BOZ) archives one copy (1st page/original).

Archiving:

After the end of the presentation the first supervisor is to hand in the following documents at the Educational Affairs Office for archiving:

• a print-out of the digitally filled-in 1st form Assessment form Master’s thesis EST (1-5) with signatures from both supervisors;
• non-carbon copy paper (1st page/original) of the filled-in form Presentation assessment (6) and assessment overview master’s thesis EST signed by the first supervisor.

The first supervisor personally archives:

• the digital version of the filled-in 1st form Assessment form Master’s thesis EST (1-5);
• non-carbon copy paper (3rd page) of the filled-in form Presentation assessment (6) and assessment overview master’s thesis EST signed by the first supervisor.

Aid: worksheet

Attached, after the rubric, you can find a worksheet for the assessment (elements) of the master’s thesis.
This worksheet can serve as an aid for personal use during the assessment of the thesis. In the worksheet, the assessment elements are broken down further into the criteria and partial scores. Specifically going over and assessing all criteria can help coming to a well-balanced assessment. It can also aid in providing insight in the assessment during the consultation with the co-supervisor (2nd supervisor) and be of help in the discussion about the assessment/points per element. Use of the worksheet is optional.

Rubric – Assessment Master’s thesis EST

NB: The description is an example. The numbers of points form a range. Within that range the most appropriate number of points can be assigned.

 1. Problem statement and theoretical framework 0-54 The concepts and terminology, theories, models and working methods used are not (always) suitably selected, meaningful or consistently applied. Few connections are made. The literature review is too minimal and/or the sources are often non-scientific. The problem statement and research questions are unclear, badly formulated and/or not researchable. The problem statement has not been placed in the theoretical context. The social and/or scientific relevance of the research is not or hardly explained and the choices or suppositions made are not specified or insufficiently explained. In the case of an external (design) assignment: needs, wishes and demands of the client are not or insufficiently expressed in the problem statement and/or the description and justification are inadequate. 55-64 Concepts and terminology used are largely defined and appropriately used. Sometimes reference is made to theories, models and working methods of the discipline. A brief literature review has been performed although sufficient literature on the subject is available. The problem statement and research questions are sufficiently clear and researchable. The social and/or scientific relevance of the research is somewhat but not very clearly addressed and the choices or suppositions made are briefly explained. The relationship between the statement of the problem and the literature review is expressed in a limited manner. In the case of an external (design) assignment: needs, wishes and demands of the client are (somewhat) expressed in the statement of the problem and the description and justification are adequate. 65-74 The used concepts, terminology, theories, models and working methods of the discipline are appropriately used, often in interrelation or in combination with each other, which indicates insight in the material. The literature review offers a fitting framework for the problem statement, but is not very extensive. The problem statement and research questions are clearly indicated and researchable. The social and/or scientific relevance of the research is explained and the choices or suppositions made are explained. In the case of an external (design) assignment: needs, wishes and demands of the client have been translated into the statement of the problem with a good description and justification. 75-84 A multitude of concepts, terminology, theories, models and working methods of the discipline are appropriately used, often in interrelation with each other, but also critically, all of which shows that the student is well versed in the domain. The literature review is fairly extensive and thorough and the problem statement is carefully justified and embedded in the theoretical framework. The problem statement and research questions are clearly indicated and researchable. The social and/or scientific relevance of the research is explained in a comprehensible manner by making use of the literature. Choices or suppositions are explained in a clear manner. In the case of an external (design) assignment: needs, wishes and demands of the client have been properly translated into the problem statement, with a clear description and justification. 85-100 The way in which the student uses the multitude of concepts, terminology, theories, models and working methods of the discipline shows that he/she is extremely well versed in the discipline and the chosen area of specialization and that he/she can clearly see and make the interrelations and connections. The literature review is of high quality, if relevant literature with many and remarkable sources are used concerning the impact of the relevancy of the literature in specific magazines and articles. The problem statement is inventive and concretely formulated and it is firmly and thoroughly rooted in recent scientific research. The social and/or scientific relevance of the research is comprehensibly substantiated and all choices and suppositions made in that context are clearly demonstrated.In the case of an external (design) assignment: needs, wishes and demands have been translated extremely well into a fitting statement of the problem, with a very clear description and justification.