Thesis Support

Replies to This Discussion

Permalink Reply by Amanda Wilson on October 13, 2010 at 7:30am

I'm working on an EdS thesis. I'm studying alternative assessment with a focus on student perceptions on learning outcomes assessment. Right now, I'm trying to get my prospectus approved. It's hard not to get discouraged sometimes, but I do have a great committee that provides some detailed feedback. No harm though in getting more feedback, right?

I just rewrote my research questions yesterday. And I'd love to hear any comments anyone has. Thanks!

http://bit.ly/thesis-questions

Permalink Reply by Bob Zenhausern on October 13, 2010 at 8:08am

Amanda,
I think authentic assessment should replace the more traditional testing procedures. You seem to be focusing on the students impressions of the two approaches rather than their relative effectiveness. If you get the results you expect, you can say students say they get more from authentic assessment. If you measure the difference in performance of the two approaches, you make a statement about student performance rather than their attitude.

Have you concentrated on attitude rather than performance for a reason?

Permalink Reply by Amanda Wilson on October 13, 2010 at 2:47pm

Yes, actually. I'm interested in student perception of assessment specifically. I'm more interested in what motivates them to learn intrinsically than what best represents their abilities, though I am interested in that too. I agree that alternative assessments should supplement, and in some cases replace, traditional assessments. However, I think that the act of preparing for and completing an exam has some value too. While my interest is assessment though, my focus is really motivation and student perception. While I believe that we, as educators, are the experts on pedagogy, students need to be heard as well because we can gain some valuable insight from their reflections.

Permalink Reply by Bob Zenhausern on October 14, 2010 at 9:23am

Amanda, one of the first things I tell students about their dissertation is to treat it like a stumbling block rather than a challenge. Do the easiest thing you can which is scientifically valid and acceptable to the committee. Wait until you get your degree to do the more interesting and usually harder thing. Then you have no deadlines and no one but yourself to answer to.

It is easier to measure achievement than motivation.

Permalink Reply by Amanda Wilson on October 14, 2010 at 2:54pm

Well, my thesis is not a requirement of my degree, it's an option. I wouldn't have chosen to do it just be doing something for a grade. It's funny because this is exactly what I'm talking about in my paper. Assessments (and a thesis is an assessment) should never be one more thing to get done just for the sake of doing it. If it doesn't matter, there's no point in pursuing it. I'm sorry that we seem to not agree on this very basic educational value. I'll seek elsewhere for thesis support. I hope your students don't lose their motivation to follow their interests from this advice. Take care.

Permalink Reply by Bob Zenhausern on October 15, 2010 at 5:43am

Amanda,

It is easy to say you would do a difficult dissertation if it is not a requirement, but an option.
I taught in a doctoral program in Psychology where most of the students were not interested in research, but in clinical practice. They could not get their degree and practice their profession unless they completed the dissertation. They had no choice. The most common degree was the ABD, all but dissertation.

I directed about 100 MA and Ph.D. dissertations all of them scientifically valid and many published. Many students came to me with ideas that involved complex testing or rare populations and I discouraged these. This may be the area of most interest, but there are many important questions that can be completed within the 7 years the degree must be completed.

Save the more interesting areas for after the degree.

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