|
Section
Element
|
Finalized Work Plan
|
|
|
Unacceptable
(1)
|
Novice
(2)
|
Competence
(3)
|
Excellent
(4)
|
N/A
(at this time)
|
SCORE
|
|
Timeline
|
None
|
Unclear; not detailed enough to track predicted progress
|
Clear; detailed enough to track predicted progress
|
All elements of the schedule map clearly to corresponding elements of the thesis
|
|
|
|
Materials
|
None specified
|
Not clearly identified and/or not clearly tied to an appropriate use in the work
|
Clearly specified; clearly tied to activities in the work
|
Materials mapped to work/timeline in a way that increases understanding of the study
|
|
|
|
Section
Element
|
Results and Findings
|
|
|
Unacceptable
(1)
|
Novice
(2)
|
Competence
(3)
|
Excellent
(4)
|
N/A
(at this time)
|
SCORE
|
|
Introduction
|
No preamble or introduction to the results section. No research context provided to aid the reader.
|
Minimal preamble, but still halting or abrupt in presentation; little research context provided to aid the reader.
|
Introduction provided; provision of research context to support reader understanding
|
Introduction and context provided; connects the readers attention to the literature review and methodology
|
|
|
|
Sequencing
|
Missing or severely halting, non-sequenced presentation of results; extraneous information included
|
Findings presented out of expected order; sequencing not appropriate to thesis objectives; some extraneous narrative included
|
Sequencing established and adhered to; no deviation from results context
|
Sequencing contributes to understanding the results/findings and ties desired objectives to the upcoming discussion
|
|
|
|
Description
|
Results not presented; presentation does not match methodology or hypotheses
|
Low level of description of results; not directly or only inadequately tied to hypotheses or methods; some attempt to explain results along with description; vague and/or imprecise language used to sway reader
|
Results tied to hypotheses and methodology; results connected to previous research results; no undue interpretation of results provided; language is factual and concise
|
Results presented in full accord with hypotheses and flow directly from methods; no attempt at interpretation; results either fit with previous research or identified as conflicting; factual language lays groundwork for Discussion
|
|
|
|
Tables and figures
|
None present
|
Few tables or figures; tables or figures not properly referenced in narrative; contain conflicting or extraneous information/data; improper labels or misspellings; diagrams do not contribute to understanding or detailing results; tables or figures used where/when not needed
|
An adequate number and kind of tables and/or figures are used which aid in the presentation of the results; diagrams contribute directly to understanding results; no extraneous figures or tables; proper reference made to tables and figures within narrative
|
Tables and figures enhance presentation of results and findings; all contents can be clearly traced to thesis contents
|
|
|
|
Section
Element
|
Discussion
|
|
|
Unacceptable
(1)
|
Novice
(2)
|
Competence
(3)
|
Excellent
(4)
|
N/A
(at this time)
|
SCORE
|
|
Review
|
No connection to problem statement; no review of methods used; no statement of major findings; not confined to one or two paragraphs
|
Not clearly connected to problem statement; methods partially reviewed; minimal or choppy listing of major findings; overly verbose and stretches over more than one or two paragraphs; introduction of new results
|
Review of original problem statement that is not simply a copy and paste; review of methods used; confined to a single paragraph; no new results presented;
|
Clear review and restatement of original problem; reviews methods with clear tie hypotheses and analysis of results; concise, effective language used in a single paragraph
|
|
|
|
Interpretation of results
|
No attempt at or lacking in in-depth explanation of the results; no connection to other studies or attempt at generalization or application of findings
|
Some explanation of results; lacking in significant connect to other studies; inadequate attempt at generalization or application of findings
|
Explanation of results; meaningful connection to other studies; attempts made at generalization and application of findings; new understandings indicated; explanation follows a particular pattern to completion
|
In-depth explanation of results fully supported by and couched within other studies; possible alternate explanations of findings considered, as applicable; claims made for how results can generalized and/or applied; discussion flows from general to specific with linkages to the literature, theory and/or practice
|
|
|
|
New understandings or unexpected results
|
None given
|
At least one provided, but not well connected to research objectives and findings
|
Provided and clearly connected to research objectives and findings;
|
Provided and their discussion provides added importance and originality to the study or project
|
|
|
|
Limitations
|
None given
|
Given but not explained
|
Given with satisfactory explanation of why they exist and how they fit within the current work
|
Given; fully and concisely explained as to how they fit within the current study and enhance the current work.
|
|
|
|
Section
Element
|
Conclusions and Recommendation for Future Work
|
|
|
Unacceptable
(1)
|
Novice
(2)
|
Competence
(3)
|
Excellent
(4)
|
N/A
(at this time)
|
SCORE
|
|
Revisit research question
|
Not present or stated too simply.
|
Present, but is mainly a copy of the previous statements; does not further the case for or strengths of the research; no reminder of evidence in support of the main argument(s)
|
Reminds reader of the main argument(s)t or purpose; furthers the case for and strengths of the research; contains sufficient reminders of evidence supporting the main argument(s); not simply a summary of the findings
|
Clearly reminds reader of the background, context, and necessity of the research; conveys the larger significance of the study
|
|
|
|
Conclusions drawn
|
None present
|
Limited attempt at synthesis of results; no literature cited in support of conclusions drawn; research gap not identified as addressed.
|
Conclusions presented from a synthesis of results; research gap identified as addressed; other research cited in support of conclusions
|
Through synthesis of findings and discussion the case for the research is clearly made so that the reader sees the overall and specific contributions of the work.
|
|
|
|
Unanswered questions
|
None pointed out.
|
Few pointed out or not clearly or authentically arising from the findings
|
Pointed out and clearly arising from the findings
|
Arising from the findings and the result of clear and creative analysis of findings
|
|
|
|
Future work
|
None pointed out
|
Pointed out, but not well connected to current study
|
Identified from current study
|
Identified from current study with suggestions for how it might be done and possible impact
|
|
|
|
Section
Element
|
Finalized Bibliography/References
|
|
|
Unacceptable
(1)
|
Novice
(2)
|
Competence
(3)
|
Excellent
(4)
|
N/A
(at this time)
|
SCORE
|
|
Presence
|
Missing entirely or sources unidentifiable
|
Several sources missing, or sources cited which do not appear in the proposal; some sources unidentifiable; software not used to
|
All used sources cited; no unused sources; all sources identifiable
|
All used sources cited; no unused sources; all sources identifiable; all sources accessible
|
|
|
|
Format
|
Prescribed format not used
|
Prescribed format has missing/misused elements
|
Format followed; slight errors that are easily corrected
|
Format followed; no errors
|
|
|
praveen1993
Grad699ThesisRubric_final.docx
