Factors that improve examination of student degree projects
2013 (English)Conference paper (Refereed)
at undergraduate level in the Department of Science and Technology, Linköping University, during the academic years 2010 – 2012. The model was developed and tested at the study program Graphic Design and Communication but we also had the purpose to develop a model that could be applicable on bachelor theses in other undergraduate programs at our faculty. The project examined whether one can improve efficiency in managing bachelor theses and the quality of these compared to previous model (see section Background). The new model is based on interdisciplinary competence groups consisting of several supervisors and examiners who, based on their core competence, jointly reviewed the quality of the bachelor thesis. Furthermore, much of the individual supervising time is replaced by group seminars for exchange of knowledge between the students who are writing their theses at the same time.
The project has also resulted in a joint assessment to create greater transparency in how different examiners assess and rate the bachelor thesis work. The project has also resulted in a template to be used for language review to enhance the linguistic quality of bachelor theses [see table 3]. The results of the new model have been evaluated through surveys among students, supervisors and examiners.
The result in the first year was to some extent disrupted by changes in regulations for thesis work at Linköping University.
Place, publisher, year, edition, pages
Education, pedagogy, examination, degree projects, bachelor thesis
Learning Pedagogical Work
IdentifiersURN: urn:nbn:se:liu:diva-99998OAI: oai:DiVA.org:liu-99998DiVA: diva2:659924
45th Conference of the International Circle of Educational Institutes for Graphic Arts, Technology and Management (IC)