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Masters Thesis Defense Evaluation Rubric

From the department of geology, bowling green state university.

Used to evaluate Masters thesis defense presentations, a key element in assessing the graduate program.

Implementation

This instrument is used when students prepare and defend 1) their thesis proposal and 2) their final thesis.

Use of the Data

A report is sent to the college office. The results are also presented to the faculty so they can modify their courses and other interactions with students to address weaknesses in the program.

Effectiveness

This has worked fairly well, and has allowed us to identify a weakness in our graduate program. I don't know that anything has been done to address the weakness.

Download the Masters thesis defense evaluation rubric (Microsoft Word 46kB Feb9 09)

See more Assessment Instruments »

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Rubric for Thesis Defense

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Laurie Manwell

rubric for thesis defense

Course Description: What do we really know about the social, ethical, and political challenges of our world? What do young adults today need to be successful in life? What does it take to change the outcome for your future? How would you even know where to start? Classic debates on the issue of successful life strategies are rapidly evolving with new and fascinating findings from the frontiers of neuroscience. This course will cover the science and philosophy of neuroplasticity and how it can be applied to design and deliver successful life outcomes through capacity building in undergraduate students. We will explore 1) the principles of how the brain changes itself across the lifespan in adaptive and maladaptive ways, 2) a neuropsychosocial perspective on how early life choices can radically change the quality of life in later adulthood, 3) how to develop antifragile skills to adapt, succeed, and create meaning in the face of major life challenges. Learning Outcomes: Upon successful completion of the course the learner will be able to: 1. Describe and apply various principles of neuroplasticity, how the brain changes itself throughout the lifespan and how one can use this to improve learning, memory, health and quality of life for oneself and others. 2. Demonstrate an ability to identify and implement effective autonomous learning strategies (e.g., self-motivation, self-direction, self-monitoring, self-regulation, and self-efficacy) to improve learning, memory, critical thinking, information analysis and synthesis, and creativity. 3. Describe and apply strategies for enhanced lifelong learning applicable to any context (e.g., metacognition, creativity, problem solving, transfer, synthesis, elaboration, organization, etc…). 4. Demonstrate both individual and collaborative problem-solving skills in various contexts (e.g., academic/research projects, community initiatives, workplace enterprises, political ventures, etc…). 5. Demonstrate an ability to identify and address mental health challenges and apply effective coping, resilience, and antifragile skills and strategies at an individual, institutional and societal level. 6. Describe and apply universal character traits and ethics that lead to successful life outcomes (e.g., independence, interdependence, integrity, honesty, fairness, human dignity, accountability, discipline, self-efficacy, motivation, perseverance, adaptability, servant leadership, and wisdom). 7. Plan future meaningful life goals and create pathways to effectively achieving them. 8. Reflect on one's self-understanding, self-concept and personal-construct in the past, present and future.

Do human beings have free will? If so, how much conscious control do we have over our behavior? Is there a division between voluntary and involuntary behaviour in the brain? Classic debates on the issue of free will are rapidly evolving with new and fascinating findings from the frontiers of neuroscience. This course will cover the science and philosophy of addictive behavior by looking at how the brain navigates sensory information and reorganizes itself to update neural " maps of meaning " in a social world. We will explore both 1) a neuropsychopharmacological perspective on the development of drug abuse and 2) a neuropsychotechnological perspective on the development of problematic internet use. In addition to the critical evaluation of research methodology, issues of medical, ethical, social, political significance will be discussed. (3 Lecture hours; 0.5 credit) Prerequisites: PS363 Research in Biopsychology (or PS263 Biopsychology and two of PS394 Linear Models, PS395 Analysis of Variance, PS397 Psychological Measurement and Testing) Course Objectives: We will address these questions using both Socratic and Scientific methods with the following objectives: 1. To develop a multidisciplinary perspective of human behaviour, from basic molecular processes within neurons to the neural pathways that regulate the body and which determine individual action and social interaction. 2. To develop an appreciation of how the neurophysiology of the brain encodes and integrates information about the physical, mental, and social domains of the human condition, thus creating neural 'maps of meaning', and the implications for individuals and society. 3. To develop and apply the principles of critical thinking to scientific and other claims, including the ability to make objective, evidence-based arguments and identify and refute illogical arguments by challenging the assumptions underlying various belief systems. 4. To develop transferrable skills essential for career success, including critical analysis, knowledge synthesis and application, collaboration, and oral and written communication skills.

This course will cover the theory and methods of conducting a proof of concept study for publication in a peer-review academic journal. We will explore the role of death anxiety in healthcare decision making including diagnosis, prognosis, and treatment recommendations. This background will be used to conduct a randomized control experiment assessing the effect of mortality salience priming on participants' ability to assess medically-relevant information and propose an appropriate health care response. This study will include acquiring research ethics approval, recruiting and testing participants, analyzing data, and writing a manuscript for publication. The critical evaluation of research methodology, issues of medical, ethical, social, and political significance will be discussed. (Fall 2017 term [0.5 credit]) Course Objectives: The following objectives: 1. To develop a multidisciplinary perspective of how semantic priming shapes people's perceptions and judgements in a simulated healthcare context. 2. To develop and apply the principles of critical and analytical thinking to scientific literature by conducting literature reviews. 3. To develop an appreciation of how the neurophysiology of the brain integrates the physical, mental, and social domains of health, from basic molecular processes within cells to the neural pathways that regulate the body and which determine all individual action and social interactions. 4. To learn how to design and conduct a research experiment and interpret experimental findings. 5. To develop transferrable skills essential for academic and workplace success, including critical analysis, knowledge synthesis/application, collaboration, oral and written communication skills. 6. To transfer this knowledge to diverse audiences in the production of a manuscript for peer review.

This course will cover the science and philosophy of addictive behavior by looking at how the brain navigates sensory information and reorganizes itself to update neural " maps of meaning " in a social world. We will explore a neuropsychopharmacological perspective on the development of drug abuse. The critical evaluation of research methodology, issues of medical, ethical, social, and political significance will be discussed. This background will be used to frame a scoping review project analyzing publicly available data on the use of medical marijuana as a harm reduction strategy for individuals with drug addiction. (0.5 credit) Prerequisites: Registration Status: Year 4 Honours BSc Health Sciences Course Objectives: The following objectives: 1. To develop a multidisciplinary perspective of addiction. 2. To develop and apply the principles of critical thinking to scientific and other claims, including the ability to identify, question, and challenge the assumptions underlying various belief systems 3. To develop an appreciation of how the neurophysiology of the brain integrates the physical, mental, and social domains of health, from basic molecular processes within cells to the neural pathways that regulate the body and which determine all individual action and social interactions 4. To learn how to conduct research in the health sciences with a primary focus on gaining fluency and competency in conducting a scoping review. 5. To develop transferrable skills essential for academic and workplace success, including critical analysis, knowledge synthesis/application, collaboration, and oral and written communication skills 6. To transfer this knowledge to diverse audiences in the production of a manuscript for peer review.

This course will cover the theory and methods of conducting a proof of concept study for publication in a peer-review academic journal. We will explore the role of death anxiety in healthcare decision making including diagnosis, prognosis, and treatment recommendations. This background will be used to conduct a randomized control experiment assessing the effect of mortality salience priming on participants' ability to assess medically-relevant information and propose an appropriate health care response. This study will include acquiring research ethics approval, recruiting and testing participants, analyzing data, and writing a manuscript for publication. The critical evaluation of research methodology, issues of medical, ethical, social, and political significance will be discussed. (Winter 2018 term [0.5 credit]) Course Objectives: The following objectives: 1. To develop a multidisciplinary perspective of how semantic priming shapes people's perceptions and judgements in a simulated healthcare context. 2. To develop and apply the principles of critical and analytical thinking to scientific literature by conducting literature reviews. 3. To develop an appreciation of how the neurophysiology of the brain integrates the physical, mental, and social domains of health, from basic molecular processes within cells to the neural pathways that regulate the body and which determine all individual action and social interactions. 4. To learn how to design and conduct a research experiment and interpret experimental findings. 5. To develop transferrable skills essential for academic and workplace success, including critical analysis, knowledge synthesis/application, collaboration, oral and written communication skills. 6. To transfer this knowledge to diverse audiences in the production of a manuscript for peer review.

This course will cover the theory and methods of conducting a proof of concept study for publication in a peer-review academic journal. We will explore how environmental energy is transduced by the body's five sensory systems (i.e. vision, hearing, touch, taste, and smell) to affect nervous system function and behavior in individuals, specifically judgment and decision-making in the healthcare system. This background will be used to conduct a randomized control experiment assessing the effects of activating thermoreceptors in the skin (e.g., via hot, cold, and neutral temperature stimuli) and photoreceptors in the eyes (e.g., via red, blue, and incandescent light) on people's perceptions of the psychological characteristics of another person (e.g., competence, honesty, friendliness, etc…) and subsequent judgments of that person's behavior (e.g., moral, immoral, or neutral) in a simulated healthcare setting. This study will include acquiring research ethics approval, recruiting and testing participants, analyzing data, and writing a manuscript for publication. The critical evaluation of research methodology, issues of medical, ethical, social, and political significance will be discussed. (Fall 2017 term [0.5 credit]) Course Objectives: The following objectives: 1. To develop a multidisciplinary perspective of how somatosensory and visual priming shapes people's perceptions and judgements. 2. To develop and apply the principles of critical and analytical thinking to scientific literature by conducting literature reviews. 3. To develop an appreciation of how the neurophysiology of the brain integrates the physical, mental, and social domains of health, from basic molecular processes within cells to the neural pathways that regulate the body and which determine all individual action and social interactions. 4. To learn how to design and conduct a research experiment and interpret experimental findings. 5. To develop transferrable skills essential for academic and workplace success, including critical analysis, knowledge synthesis/application, collaboration, oral and written communication skills. 6. To transfer this knowledge to diverse audiences in the production of a manuscript for peer review.

This course will cover the theory and methods of conducting a proof of concept study for publication in a peer-review academic journal. We will explore how environmental energy is transduced by the body's five sensory systems (i.e. vision, hearing, touch, taste, and smell) to affect nervous system function and behavior in individuals, specifically judgment and decision-making in the healthcare system. This background will be used to conduct a randomized control experiment assessing the effects of activating thermoreceptors in the skin (e.g., via hot, cold, and neutral temperature stimuli) and photoreceptors in the eyes (e.g., via red, blue, and incandescent light) on people's perceptions of the psychological characteristics of another person (e.g., competence, honesty, friendliness, etc…) and subsequent judgments of that person's behavior (e.g., moral, immoral, or neutral) in a simulated healthcare setting. This study will include acquiring research ethics approval, recruiting and testing participants, analyzing data, and writing a manuscript for publication. The critical evaluation of research methodology, issues of medical, ethical, social, and political significance will be discussed. (Winter 2017 [o.5 credit]) Course Objectives: The following objectives: 1. To develop a multidisciplinary perspective of how somatosensory and visual priming shapes people's perceptions and judgements. 2. To develop and apply the principles of critical and analytical thinking to scientific literature by conducting literature reviews. 3. To develop an appreciation of how the neurophysiology of the brain integrates the physical, mental, and social domains of health, from basic molecular processes within cells to the neural pathways that regulate the body and which determine all individual action and social interactions. 4. To learn how to design and conduct a research experiment and interpret experimental findings. 5. To develop transferrable skills essential for academic and workplace success, including critical analysis, knowledge synthesis/application, collaboration, oral and written communication skills. 6. To transfer this knowledge to diverse audiences in the production of a manuscript for peer review.

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IMAGES

  1. Rubric for Thesis & Research Project Proposal

    rubric for thesis defense

  2. Senior Thesis PowerPoint Rubric

    rubric for thesis defense

  3. thesis defense rubric

    rubric for thesis defense

  4. Fillable Online M Ed Rubric for Thesis Final Defense form.doc Fax Email

    rubric for thesis defense

  5. Thesis Grading Rubric

    rubric for thesis defense

  6. 2256 Thesis Defense Rubric

    rubric for thesis defense

VIDEO

  1. Thesis Defense Alimata Kone

  2. List of Thesis Defense Questions

  3. THESIS DEFENSE (IMPROVISED) : ENHANCING LAYOUT EFFECTIVENESS

  4. List of Thesis Defense Questions

  5. Thesis defense (preparing for thesis defense Part 3)

  6. Thesis Defense Presentation_IEMBA UGM Jakarta_Ngakan Yudha

COMMENTS

  1. PDF THESIS DEFENSE RUBRIC

    of the academic merit of the thesis , and a pass/fail determination will be made. For the rubric, comp lete both sections below by marking an (x) in the appropriate box for each rubric line. The chair will summarize the rubric scores on form 2252 Thesis Defense Report. Instructions for Thesis Committee Chair: For each rubric row (i.e ...

  2. PDF Rubric for Evaluating MS Thesis or PhD Dissertation and Defense (Final

    All examination documents (rubrics and written comments) must be completed regardless of the outcome of the Dissertation Defense. A copy of the completed forms (both rubrics and written comments) must be submitted to the College of Graduate Studies Dean (or Dean's designee), at the conclusion of the dissertation defense.

  3. PDF Part I: Written Thesis Rubric

    Demonstrates logical sequencing of ideas. Thesis is organized, and all required information is presented. Minimal difficulty with sequencing ideas. Thesis organization is adequate or has a logical organization, but idea sequencing is not fully developed. Thesis is disorganized and poorly structured, or the flow of information is confusing.

  4. PDF GRADUATE STUDENT THESIS/DISSERTATION DEFENSE EVALUATION

    GRADUATE STUDENT THESIS/DISSERTATION DEFENSE EVALUATION The attached evaluation tool (rubric) is designed to assist in the evaluation of students' ability to successfully prepare and defend their graduate research. The rubric includes seven evaluation criteria, and allows for the addition of criteria important to individual departments ...

  5. PDF Thesis Defense Rubric

    efense RubricProcessThe student needs to submit the written thesis to committee members to review and provide comments at least 2 wee. s before the defense. On the day of the defense the student needs to make an oral presentation of the thesis, following which the committee membe. s will ask questions. The grade will be assigned based on the ...

  6. PDF Assessment Rubric for Defense of Dissertation

    Assessment Rubric for Defense of Dissertation. Criteria. High Pass (HP) Pass (P) (LP)Fail (F)Assessment (HP, P, LP, or F)Student demonstrates ability to d. cribe clearly a well-conceptualized problem.Demonstrates excellent ability to. escribe and conceptualize research problems.Demonstrates good ability to.

  7. PDF Dissertation Defense Rubric

    Dissertation Defense Rubric. Department of Curriculum, Instruction, and Special Education Rubric for Scoring the Dissertation Defense. Unacceptable (1) Acceptable (2) Target (3) Scor. e. Abstract. Concise statement of the problem, methods, and procedures.

  8. PDF Dissertation Defense Rubric (Revised 8/17/17)

    Dissertation Defense Rubric (Revised 8/17/17) Student's name: _____ Defense date: _____ Dissertation chair: _____ A. Specify Topic Domain B. Demonstrate Control of Literature C. Establish Importance of Topic D. Identify Research Hypotheses E. Demonstrate Command of Foundational Concepts (i.e., theory, models) Related to Literature ...

  9. PDF Dissertation Defense Rubric

    Dissertation Defense Rubric . 0 Unacceptable 1 Acceptable Overall Conceptualization The investigation lacks originality and critical thinking. The purpose and significance are unclear. Academic merit of the research is not well developed. Parts do not fit together logically. The investigation demonstrates originality and critical thinking. The ...

  10. Theses, Dissertations, and Project Reports (TDP): Defense

    After completing your study, you must give your thesis or dissertation defense. This is what determines if you obtain final approval of your work. ... Thesis Defense Rubric. It is very important for you to know how your defense will be evaluated. Click on the image below to see a rubric that presents the evaluation criteria and explains what is ...

  11. PDF Presentation Rubric for Evaluating MS Thesis & PhD Dissertation ...

    Presentation Rubric for Evaluating MS Thesis & PhD Dissertation Defenses. Committee Members and Students are responsible for being aware of the evaluation rubric in advance of the defense. At the conclusion of the defense, each committee member must complete the attached response sheets. For each attribute that a committee member feels is ...

  12. PDF Thesis/Dissertation Defense Examination Assessment Rubric

    overall level demonstrated by the student in their final thesis/dissertation and defense examination. Rating . 1. Reviews the literature in a manner that demonstrates comprehensive knowledge of previous and current research in the field of study. 2. Identifies a viable question within the field of study and poses a worthwhile

  13. PDF Rubric for the Thesis and Reading List Oral Defense1

    Microsoft Word - oral thesis v2.doc. Rubric for the Thesis and Reading List Oral Defense1. Providing brief comments will give additional feedback to the student as well as inform the post-defense deliberation among committee members. A student who attains honors will typically receive a rating of at least satisfactory (4) on each of the ...

  14. PDF Rubric for Evaluation of Dissertation

    Rubric for Evaluation of DissertationR. bric for Evaluation of Dissertation The following rubric is to be used for evaluation of the quality of TCSPP dissertations both at the proposal (Cha. ters 1-3) and defense (Chapters 1-5). Each chapter of doctoral dissertations, to be accepted at TCSPP, must achieve or.

  15. PDF Assessment Rubric for Defense of Dissertation Proposal

    The purpose of the oral defense of the dissertation proposal is to determine whether the PhD student is adequately prepared t o undertake dissertation research. Assessment Rubric for Defense of Dissertation Proposal . Criteria High Pass (HP) Pass (P) Low Pass (LP) Fail (F) Assessment (HP, P, LP, or F) Student demonstrates ability to state a

  16. PDF Report/Thesis/Dissertation Oral Defense Evaluation Form

    between 1 (Poor) and 5 (Excellent) for each of the criteria described below using the attached rubric. Briefly comment on the rationale if your score is less than 5. Submit your completed scoring sheet to the committee chair before leaving the defense. Score (1 - 5) Criterion Comment Organization of Oral Defense Presentation Style ...

  17. PDF Dissertation Oral Defense Rubric

    Using the rubric key, evaluate the defense and provide a total score. III. Rubric Indicator Defends, clarifies, and expands upon written dissertation with further evidence and argument Directly and correctly answers the examiner's questions Demonstrates knowledge of dissertation subject, primary sources, and background scholarship

  18. PDF Graduate Student Handbook

    All thesis chairs and committee members are required to complete a "Thesis Defense Evaluation Rubric" at the student's thesis defense. These evaluations will be used to gather data on students' demonstration of knowledge, skills, and attitudes relating to the Program Learning Outcomes for the MA and MS psychology programs. The Thesis ...

  19. Rubrics for Assessing Dissertations

    The rubric will be completed by a Graduate Representative at your Dissertation Proposal Defense and will provide information for how to improve your final draft. ... Interpretive Dissertation Proposal Rubric. Mixed-Method Dissertation Proposal Rubric. Please contact OTDS with any questions or concerns, [email protected] or (903)886-5967. Apply ...

  20. BGSU Thesis Defense Rubric

    Instrument. Download the Masters thesis defense evaluation rubric (Microsoft Word 46kB Feb9 09) From the Department of Geology, Bowling Green State University Purpose Used to evaluate Masters thesis defense presentations, a key element in assessing the graduate program. Implementation This instrument is used ...

  21. (PDF) Rubric for Thesis Defense

    TITLE OF THESIS: _____ RUBRIC FOR THESIS DEFENSE Attribute for WRITTEN Does Not Meet Expectations (1 - 5) Meets Expectations (6 - 10) Exceeds Expectations (11 -15) Over-All Quality of Research * Arguments are incorrect, incoherent, or flawed * Objectives are poorly defined * Demonstrates rudimentary critical thinking skills * Does not ...