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Making the Implicit Explicit - Creating Performance Expectations for the Dissertation (Paperback)
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Making the Implicit Explicit - Creating Performance Expectations for the Dissertation (Paperback)
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Despite their and other stakeholders' consistent demand for
excellence, doctoral programs have rarely, if ever, been assessed
in terms of the quality of the dissertations departments produce.
Yet dissertations provide the most powerful, objective measure of
the success of a department's doctoral program. Indeed, assessment,
when done properly, can help departments achieve excellence by
providing insight into a program's strengths and weaknesses.This
book and the groundbreaking study on which it is based is about
making explicit to doctoral students the tacit "rules" for the
assessment of the final of all final educational products-the
dissertation. The purpose of defining performance expectations is
to make them more transparent to graduate students while they are
in the researching and writing phases, and thus to help them
achieve to higher levels of accomplishment. Lovitts proposes the
use of rubrics to clarify performance expectations-not to rate
dissertations or individual components of dissertations to provide
a summary score, but to facilitate formative assessment to support,
not substitute for, the advising process. She provides the results
of a study in which over 270 faculty from ten major
disciplines-spanning the sciences, social sciences, and
humanities-were asked to make explicit their implicit standards or
criteria for evaluating dissertations. The book concludes with a
summary of the practical and research implications for different
stakeholders: faculty, departments, universities, disciplinary
associations, accrediting organizations, and doctoral students
themselves.The methods described can easily be adapted for the
formative assessment of capstone courses, senior andmaster's
theses, comprehensive exams, papers, and journal articles. .
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