Self-assessment criteria as projected realities: a social cognitive study on student experience in postgraduate thesis writing

Abstract

While research on postgraduate thesis writing has investigated how students cope with institutional assessment criteria, this study explores how students form their own criteria for self-assessment through the writing process, aiming to account for the development of their independent thinking in academic socialisation. Based on in-depth interviews with 10 Chinese master’s students, the study found that their self-assessment criteria not only represented solutions to problems identified by their supervisors and examiners, but also embodied aims established by students themselves. Those criteria were not fixed textual properties of a ‘good’ thesis, but were dynamic representations of textual and social realities constituting students’ lifeworlds. Viewed from this perspective, self-assessment is a situated process whereby students re-experience and re-interpret multiple sets of realities juxtaposed against their writing. Pedagogically, the study implies that postgraduate thesis supervision could facilitate the expansion of students’ self-assessment criteria to develop their capacity for making independent judgements.