Abstract
Purpose
In the Netherlands, thesis assessment quality is a growing concern for the national accreditation organization due to increasing student numbers and supervisor workload. However, the accreditation framework lacks guidance on how to meet quality standards. This study aims to address these issues by sharing our experience, identifying problems and proposing guidelines for quality assurance for a thesis assessment system.
Design/methodology/approach
This study has two parts. The first part is a narrative literature review conducted to derive guidelines for thesis assessment based on observations made at four Dutch universities. The second part is a case study conducted in one bachelor’s psychology-related program, where the assessment practitioners and the vice program director analyzed the assessment documents based on the guidelines developed from the literature review.
Findings
The findings of this study include a list of guidelines based on the four standards. The case study results showed that the program meets most of the guidelines, as it has a comprehensive set of thesis learning outcomes, peer coaching for novice supervisors, clear and complete assessment information and procedures for both examiners and students, and a concise assessment form.
Originality/value
This study is original in that it demonstrates how to holistically ensure the quality of thesis assessments by considering the context of the program and paying more attention to validity (e.g. program curriculum and assessment design), transparency (e.g. integrating assessment into the supervision process) and the assessment expertise of teaching staff.
| Original language | English |
|---|---|
| Pages (from-to) | 2-16 |
| Number of pages | 15 |
| Journal | Higher Education Evaluation and Development |
| Volume | 18 |
| Issue number | 1 |
| Early online date | 30 May 2023 |
| DOIs | |
| Publication status | Published - 4 Jun 2024 |
Keywords
- Quality assurance
- Thesis assessment
- Accreditation
Fingerprint
Dive into the research topics of 'Ensuring bachelor’s thesis assessment quality: a case study at one Dutch research university'. Together they form a unique fingerprint.
View full fingerprint
Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver
Hsiao, Y.-P., van de Watering, G., Heitbrink, M., Vlas, H., & Chiu, M.-S. (2024). Ensuring bachelor’s thesis assessment quality: a case study at one Dutch research university. Higher Education Evaluation and Development, 18(1), 2-16. https://doi.org/10.1108/HEED-08-2022-0033
Hsiao, Ya-Ping (Amy) ; van de Watering, Gerard ; Heitbrink, Marthe et al. / Ensuring bachelor’s thesis assessment quality : a case study at one Dutch research university. In: Higher Education Evaluation and Development. 2024 ; Vol. 18, No. 1. pp. 2-16.
@article{95198d6260694600b038555c3f9c9c0e,
title = "Ensuring bachelor{\textquoteright}s thesis assessment quality: a case study at one Dutch research university",
abstract = "PurposeIn the Netherlands, thesis assessment quality is a growing concern for the national accreditation organization due to increasing student numbers and supervisor workload. However, the accreditation framework lacks guidance on how to meet quality standards. This study aims to address these issues by sharing our experience, identifying problems and proposing guidelines for quality assurance for a thesis assessment system.Design/methodology/approachThis study has two parts. The first part is a narrative literature review conducted to derive guidelines for thesis assessment based on observations made at four Dutch universities. The second part is a case study conducted in one bachelor{\textquoteright}s psychology-related program, where the assessment practitioners and the vice program director analyzed the assessment documents based on the guidelines developed from the literature review.FindingsThe findings of this study include a list of guidelines based on the four standards. The case study results showed that the program meets most of the guidelines, as it has a comprehensive set of thesis learning outcomes, peer coaching for novice supervisors, clear and complete assessment information and procedures for both examiners and students, and a concise assessment form.Originality/valueThis study is original in that it demonstrates how to holistically ensure the quality of thesis assessments by considering the context of the program and paying more attention to validity (e.g. program curriculum and assessment design), transparency (e.g. integrating assessment into the supervision process) and the assessment expertise of teaching staff.",
keywords = "Quality assurance, Thesis assessment, Accreditation",
author = "Hsiao, {Ya-Ping (Amy)} and {van de Watering}, Gerard and Marthe Heitbrink and Helma Vlas and Mei-Shiu Chiu",
year = "2024",
month = jun,
day = "4",
doi = "10.1108/HEED-08-2022-0033",
language = "English",
volume = "18",
pages = "2--16",
journal = "Higher Education Evaluation and Development",
issn = "2514-5789",
publisher = "Emerald Group Publishing Ltd.",
number = "1",
}
Hsiao, Y-P, van de Watering, G, Heitbrink, M, Vlas, H & Chiu, M-S 2024, 'Ensuring bachelor’s thesis assessment quality: a case study at one Dutch research university', Higher Education Evaluation and Development, vol. 18, no. 1, pp. 2-16. https://doi.org/10.1108/HEED-08-2022-0033
Ensuring bachelor’s thesis assessment quality: a case study at one Dutch research university. / Hsiao, Ya-Ping (Amy) (Corresponding author); van de Watering, Gerard; Heitbrink, Marthe et al.
In: Higher Education Evaluation and Development, Vol. 18, No. 1, 04.06.2024, p. 2-16.
Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Ensuring bachelor’s thesis assessment quality
T2 - a case study at one Dutch research university
AU - Hsiao, Ya-Ping (Amy)
AU - van de Watering, Gerard
AU - Heitbrink, Marthe
AU - Vlas, Helma
AU - Chiu, Mei-Shiu
PY - 2024/6/4
Y1 - 2024/6/4
N2 - PurposeIn the Netherlands, thesis assessment quality is a growing concern for the national accreditation organization due to increasing student numbers and supervisor workload. However, the accreditation framework lacks guidance on how to meet quality standards. This study aims to address these issues by sharing our experience, identifying problems and proposing guidelines for quality assurance for a thesis assessment system.Design/methodology/approachThis study has two parts. The first part is a narrative literature review conducted to derive guidelines for thesis assessment based on observations made at four Dutch universities. The second part is a case study conducted in one bachelor’s psychology-related program, where the assessment practitioners and the vice program director analyzed the assessment documents based on the guidelines developed from the literature review.FindingsThe findings of this study include a list of guidelines based on the four standards. The case study results showed that the program meets most of the guidelines, as it has a comprehensive set of thesis learning outcomes, peer coaching for novice supervisors, clear and complete assessment information and procedures for both examiners and students, and a concise assessment form.Originality/valueThis study is original in that it demonstrates how to holistically ensure the quality of thesis assessments by considering the context of the program and paying more attention to validity (e.g. program curriculum and assessment design), transparency (e.g. integrating assessment into the supervision process) and the assessment expertise of teaching staff.
AB - PurposeIn the Netherlands, thesis assessment quality is a growing concern for the national accreditation organization due to increasing student numbers and supervisor workload. However, the accreditation framework lacks guidance on how to meet quality standards. This study aims to address these issues by sharing our experience, identifying problems and proposing guidelines for quality assurance for a thesis assessment system.Design/methodology/approachThis study has two parts. The first part is a narrative literature review conducted to derive guidelines for thesis assessment based on observations made at four Dutch universities. The second part is a case study conducted in one bachelor’s psychology-related program, where the assessment practitioners and the vice program director analyzed the assessment documents based on the guidelines developed from the literature review.FindingsThe findings of this study include a list of guidelines based on the four standards. The case study results showed that the program meets most of the guidelines, as it has a comprehensive set of thesis learning outcomes, peer coaching for novice supervisors, clear and complete assessment information and procedures for both examiners and students, and a concise assessment form.Originality/valueThis study is original in that it demonstrates how to holistically ensure the quality of thesis assessments by considering the context of the program and paying more attention to validity (e.g. program curriculum and assessment design), transparency (e.g. integrating assessment into the supervision process) and the assessment expertise of teaching staff.
KW - Quality assurance
KW - Thesis assessment
KW - Accreditation
U2 - 10.1108/HEED-08-2022-0033
DO - 10.1108/HEED-08-2022-0033
M3 - Article
SN - 2514-5789
VL - 18
SP - 2
EP - 16
JO - Higher Education Evaluation and Development
JF - Higher Education Evaluation and Development
IS - 1
ER -
Hsiao YP, van de Watering G, Heitbrink M, Vlas H, Chiu MS. Ensuring bachelor’s thesis assessment quality: a case study at one Dutch research university. Higher Education Evaluation and Development. 2024 Jun 4;18(1):2-16. Epub 2023 May 30. doi: 10.1108/HEED-08-2022-0033
