1 SUBJECT MATTER AND SETTING UP TASK
2 PRACTICAL IMPLEMENTATION
3 GROUNDS, ONE'S OWN THINKING AND ACTION
4 STRUCTURE AND FORM
5 PUBLICATION AND UTILIZATION
If one of the sub-parts of the evaluation is not met, i.e. one of the criteria for satisfactory is not met, the thesis work is rejected. In other words, a rejected work does not meet, in some aspects (even regarding one sub-part), the criteria for satisfactory.
| Satisfactory 1 | Good 3 | Excellent 5 | |
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| I Subject matter and setting up the task |
Working life orientation and development of working life: The subject matter pertains to one's own profession and is linked with working life but does not meet working life needs criteria directly. |
Working life orientation and development of working life: The subject matter id closely linked with working life needs and benefits working life. |
Working life orientation and development of working life: The subject matter is working life oriented and the setting up of the task has been done together with working life or the subject matter is otherwise significant from the viewpoint of the development of the profession. |
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Professional expertise and its development: The setting up of the aims of professional expertise and development is not very clear. |
Professional expertise and its development: The aims of professional expertise and development have been set up clearly. |
Professional expertise and its development: The aims of professional expertise and development have been set up at a high level. |
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The clarity is setting up he task, its specification and research orientation as well as development orientation: There are deficits is the setting up the task, the specification is not adequate in all aspects (too extensive or too succinct) and it is not well justified. |
The clarity is setting up he task, its specification and research orientation as well as development orientation: The setting up of the task is clear and meaningful and it has been justified in the work. |
The clarity is setting up he task, its specification and research orientation as well as development orientation: The setting up of the task in insightful, challenging, clear and meaningful and justified regarding working life orientation.
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| II Practical implementation |
The viability of the approach in relation to the setting up of the task: The approach is not particularly adequate for the task that has been set up. The approach has not really been justified. |
The viability of the approach in relation to the setting up of the task: The approach is adequate for the task and the choice has been clearly justified. |
The viability of the approach in relation to the setting up of the task: The approach is working and meaningful for the task. Different options have been critically reviewed. The chosen approach and methods have been justified clearly and in a multifaceted way. |
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Mastery of development and research methods: There are clear defects in the mastery of development and research methods used. In a research oriented thesis the data is limited and one-sided and the description of data collection and analysis remain superficial and unsystematic analysis remain superficial and unsystematic. The phases of the process (planning, implementation and evaluation) of a development project and production thesis have been described but there are defects in the clarity and specificity of the description. |
Mastery of development and research methods: The use of development and research methods is mostly mastered well. In a research oriented thesis the data is sufficient and adequate and has been obtained adequately. The phases and methods of the analysis have been described clearly. The phases of the process (planning, implementation and evaluation) of of a development project and production thesis have been described clearly
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Mastery of development and research methods: The use of development and research methods is mastered well. In a research oriented thesis the data is multi-faceted and has been obtained and dealt with adequately. The phases and methods of the analysis have been described precisely, clearly and consistently. The analysis is insightful and systematic. The phases of the process (planning, implementation and evaluation) of a development project or production thesis have been described clearly, insightfully and critically. |
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The mastery, responsibility and ethicalness of the thesis project: There have been clear problems in teh mastery of the work process an scheduling. There have been problems in the self-guiding of the action of the student and the student has not shown in all aspects the responsibility required by the thesis work. The connection with working life has been problematic at some phases of the project. In work distribution there have been problems (if several authors). The value basis and professional ethical principles of one's own profession show in the thesis work. |
The mastery, responsibility and ethicalness of the thesis project: The work process and the scheduling are planned and working, and the student has for the most part followed the time tables agreed on. The student has for the most part acted independently adn responsibly adn followed agreements. The connection with working life has been adequate and working at different phases of the process (planning, implementation and evaluation). Work distribution has been adequate and equal (if several authors). The value basis and professionals ethical principles of the profession guide the thesis process. |
The mastery, responsibility and ethicalness of the thesis project: The work process and the scheduling are well planned and the student has adhered to the time tables agreed on. The student has acted independently and responsibly and has followed agreements. The connection with working live has been systematic, adequate and responsible at different phases of the project (planning implementation and evaluation). Work distribution has been adequate and equal (if several authors). The student applies the value basis and professional ethical principles of the profession in the thesis process. |
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| III Justification, one's own thinking and action |
Conceptualization, knowledge basis and the wholeness of phenomena: The choice of the central concepts is justified but their definition and use is insufficient. The knowledge basis is one-sided. Understanding the things and the viewpoints of implementation are limited. |
Conceptualization, knowledge basisand the wholeness of phenomena: The Choice of the central concepts is justified and the concepts are defined appropriately. The phenomena dealt with are linked with larger units. The knowledge basis is for the most part presented in a multi faceted way. Understanding the things shows in implementation, giving grounds and choices. |
Conceptualization, knowledge basisand the wholeness of phenomena: The choice and definition of the most central concepts is logical, insightful and justified. The phenomena dealt with are aptly linked with larger units. The knowledge basis is presented in a multifaceted way.A good understanding of the things snows in implementation, justification and choices. |
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Use and relevance of domestic and foreign sources: Domestic and foreign sources have been used in a limited way. The source criticism is insufficient. The sources are relevant. |
Use and relevance of domestic and foreign sources: Domestic and foreign sources have been used adequately and they have been critically assessed. The sources are relevant and topical. |
Use and relevance of domestic and foreign sources: Domestic and foreign sources have been used extensively iin a multifaceted way and adequately. the sources have been critically assessed. The sources are relevant, of a high-standard, and topical. |
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One's own thinking and argumentation: The student's own thinking and argumentation come the fore only intermittently. The are grounds given and conclusion but they are not carefully thought out. Ethical questions have been dealt with. |
One's own thinking and argumentation: One's own thinking, argumentation and an understanding of the issue come to the fore. The grounds and conclusions are clear. The thesis involves innovative aspects Ethical questions hve been dealt with and the student has justified his/her own solutions. |
One's own thinking and argumentation: One's own thinking, argumentation and an understanding of the issue come to the fore in a multi-faceted way. The grounds and conclusions are clear, insightful and logical. The thesis is innovative. Ethical questions have been dealt with in a multi-faceted way and the student has justified his/her own solutions. |
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Participation in and preparation for thesis guidance and interaction: The student's participation in guidance had been occasional and the student has not utilized the guidance situations and seminars has been insufficient. The seminar work during the process has been relatively passive. |
Participation in and preparation for thesis guidance and interaction: The student has participated in the guidance adequately and has utilized the guidance and peer support in his/her thesis work. The student has prepared himself/herself for the guidance situation and the seminars. The seminar work during the project has been active. |
Participation in and preparation for thesis guidance and interaction: The student has participated in the guidance actively and has utilized the guidance and peer support well in the development of the thesis. The student has prepared himself/herself well for the guidance situations and the seminars. The seminar work during the process has been active, constructive and supporting. |
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| IV Structure and form |
Clarity of structure: The structure of the thesis is in agreement with the instructions for the most art but the clarity of the structure contains defects. There is some inconsistency in the entirety of the thesis. |
Clarity of structure: The structure of the thesis is in agreement with the instructions, and it is clearly outlined and progresses logically for the most part. The thesis form a unified entirety. |
Clarity of structure: The structure of the thesis is in agreement with the instructions; it is clear and logical. The thesis forms a coherent and insightful entirety. |
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Layout, referencing, correctness of language, fluency The language is not fluent and it contains mistakes. The style and expression are not entirely appropriate for the thesis. Structurally, there is inconsistency in the text. The setting up. layout and referencing in the text are somewhat deficient. |
Layout, referencing, correctness of language, fluency The language is fluent and almost free of mistakes. The style and expression are appropriate for a thesis. The text is structurally consistent and forms a clear unity. The setting up, layout and referencing in the text are mostly in agreement with the instructions. . |
Layout, referencing, correctness of language, fluency The language is fluent and free of mistakes. The style and expressions are appropriate for a thesis. The text is structurally consistent and forms a clear unified entirety. The setting up, layout and referencing in the text are in agreement with the instructions. |
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Description of a product or production, form and technical implementation In production-type thesis the product is unfinished in terms of expression, form and technical implementation.. |
Description of a product or production, form and technical implementation In production-type thesis: it is working in terms of expression, form and technical implementation. |
Description of a product or production, form and technical implementation In production-type thesis: it is excellent in term of expression, form and technical implementation. |
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| V Publication and utilization |
Presentation situation The presentation is illustrative. The students brings out his/her solutions and answers to the questions presented.
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Presentation situation The presentation is illustrative and interactive. The student gives reasons for his/her solutions and the answers to the presented questions. |
Presentation situation The presentation is illustrative, finished and interactive. The students gives reasons for his/her solutions and the answers to the presented questions in a multi-faceted and reflective way. |
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The significance of the thesis for the profession The student assesses to some extent the significance and usability of the thesis. |
The significance of the thesis for the profession The student assesses the significance and usability of the thesis for the profession. |
The significance of the thesis for the profession The students assesses justifiably the significance and usability of the thesis. |
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Publication The result of the thesis have been presented to representatives of working life. |
Publication The results of the thesis have been presented to representatives of working life, and during the thesis process, different channels for publishing and exerting influence have also been pondered on. |
Publication The results of the thesis have been presented to representatives of working life, and during the thesis process, channels for publishing and exerting influence in societally have been systematically pondered on. |