Defining competence-oriented learning objectives and evaluating respective learning outcomes for theses statements

Abstract

Every student has to write a thesis statement at the end of their study programme. However, despite of this universality, both the process of supervision and the criteria used in the process of grading theses statements vary widely. In literature, there is a gap regarding the definition of demands and expectations on theses statements from a competence-oriented point of view. A thorough investigation of cognitive, non-technical competences that are required to successfully accomplish a thesis project and write the thesis itself has not yet been performed. In this paper, we propose a set of competences that are re­quired to perform a thesis project and to create a thesis statement. Our goal is to apply the principles of constructive alignment to the supervision of thesis statements, as it is commonly done for lecture-based or lab-based teaching. Based on a review of literature and module specifications, we specify requirements for thesis statements and use them as a basis for deriving appropriate learning objectives for thesis projects. Then, we identify cognitive competences that are required to fulfill these learning objectives. On this basis, recommendations are developed for teaching practices in the process of supervision, as well as for grading of thesis statements.