Average Grade

AMK -assessment criteria @JAMK

In English     Suomeksi     YAMK      This tool is programmed by Karo Saharinen

	0	1	2	3	4	5
1. Introduction: Choice of topic and approach
Difficulty of the topic	The choice of topic does not comply with JAMK’s thesis process.	The topic is commonplace but supports the student’s studies and professional development.	The topic is fairly common in the field and does not contain new perspectives.	The topic is fairly common but contains new perspectives.	The topic is fairly challenging and brings something new to the commissioning party.	The topic is challenging and brings something new to the field.
Definition and specification of problem/objectives of the thesis	The thesis problem and objectives are not defined.	The author attempts to define the problem and objectives, but they remain unclear.	The thesis problem and objectives are only suggestive. They are partially defined according to the research/development task.	The thesis problem and objectives are fairly clearly delineated and defined.	The thesis problem and objectives are clearly delineated and defined.	The thesis problem and scope are well focused. The objectives are clear and correctly set for the problem/development task.
Development/research approach and its appropriateness	There is no development/research approach.	The development/research approach is described but does not suit the phenomenon.	The development/research approach is described but not justified.	The development/research approach is described and justifications for the choice are presented.	The development/research approach is described and justified. It suits the phenomenon.	The development/research approach is described thoroughly. It suits the phenomenon and justifications are presented. The approach is challenging.
2. Knowledge base of the thesis
Appropriateness and adequacy of the knowledge base/theory	There is no knowledge base.	The knowledge base is narrow, based on textbooks and only touches on the development/research topic. The source material is mostly outdated.	The knowledge base is fairly narrow, based on textbooks, supports the development/research topic and is connected to the phenomenon.	The knowledge base is fairly wide, connected to the subject matter and not based on textbooks. It includes foreign literature. The knowledge base is mostly irrelevant to the phenomenon. Sources are treated critically.	The knowledge base is wide and connected to the subject matter. Some of it is in other languages. The source material is new and relevant to the phenomenon. Sources are treated critically.	The knowledge base is wide and connected to the subject matter. A large part of it is in other languages. The source material is new and relevant to the phenomenon. Sources are treated critically.
Definition of key concepts	The key concepts are not defined.	The author attempts to define the key concepts, but they only touch on the problem to be solved/phenomenon being discussed.	The key concepts are defined briefly from the viewpoint of the problem to be solved/phenomenon being discussed.	The key concepts are defined clearly and linked to the problem to be solved/phenomenon being discussed.	The key concepts are defined clearly and consistently using previous research.	The key concepts are described using previous research, and are considered critically.
Description of the data collection methods used in the research/development and their appropriateness (selections)	The data collection methods used in the research/development are not described.	The data collection methods used in the research/development are described briefly and their selection is not justified.	The data collection methods used in the research/development are described and their selection is justified narrowly for the thesis.	The data collection methods used in the research/development are described and justified. The reasons are sufficient for the thesis.	The data collection methods used in the research/development are described and justified well for the thesis.	The data collection methods used in the research/development are diverse. They are described and justified well for the thesis.
Description and appropriateness of the data analysis methods used in the research/development	The analysis methods are not described.	The analysis methods are described briefly. The analysis methods chosen are not suitable for analysing the collected data.	The analysis methods are described and justified. The selected analysis methods are simple and suitable for analysing the collected data.	The analysis methods are described and justified sufficiently for the thesis. The methods are commonplace.	The description of the analysis methods is appropriate and justified. The methods are more demanding than the basic level.	The description of the analysis methods is diverse and meticulous. The selected analysis methods are demanding.
3. Thesis implementation and results
Thesis process/project management (independence, scheduling)	The student is unable to produce the thesis independently.	The student needs more guidance than average with many basic issues.	The student needs more guidance than average with many basic issues.	The student implements the thesis independently and according to the agreed schedule and plan.	The student implements the thesis independently and according to the agreed schedule and plan.	The student implements the thesis successfully in a self-directed manner and is able to independently highlight new solutions/methods.
Implementation of data collection for the development/research	The student is unable to collect reliable data.	The collected data is insufficient and its reliability is weak for the objectives.	The collected data is narrow and its reliability is fairly weak for the objectives.	The collected data is sufficient and reliable for the objectives.	The collected data is large and justified conclusions can be drawn from it for the objectives.	The collected data is large, has been considered critically and gives a reliable result for the objectives.
Use of data analysis methods	The use of data analysis methods is inadequate.	The use of data analysis methods is simple and superficial.	The use of data analysis methods is simple and superficial.	The use of data analysis methods is common and average.	The use of data analysis methods is above average, and methods are used well.	The use of data analysis methods is above average, and methods are used well and skilfully.
4. Thesis reflection
Achievement of thesis objectives/solving the problem	The objectives set for the thesis are not achieved.	The objectives set for the thesis are partially achieved. The commissioning party’s feedback points out deficiencies in the thesis.	The objectives set for the thesis are partially achieved. The commissioning party’s feedback points out deficiencies in the thesis.	The objectives set for the thesis are achieved. The commissioning party is mostly satisfied with the result.	The objectives set for the thesis are achieved. The commissioning party is mostly satisfied with the result.	The objectives set for the thesis are achieved very well. The commissioning party’s feedback is very positive.
Presentation of the results/output and conclusions	There are no results/output and conclusions.	The results/output are presented and conclusions are drawn, but they are inadequate.	The results/output are presented and the conclusions are suggestive.	The results/output are presented diversely, and the author attempts to present development ideas based on the conclusions.	The results/output are presented illustratively, and development ideas are presented based on the conclusions.	The results/output are presented critically, and the viable development ideas presented based on the conclusions are available to the commissioning party.
Thesis quality assurance and reliability	There is no reliability/quality assessment.	The reliability/quality assessment is inadequate.	The reliability/quality assessment is partial/superficial.	The reliability/quality assessment is done in a technically correct manner.	The reliability/quality assessment is thorough.	The reliability/quality assessment is thorough, and the consideration is reflective and critical.
5. Reporting
Accuracy and illustrativeness of reporting	The student is unable to report on the thesis consistently and illustratively. There are indications of plagiarism in the thesis.	The reporting is illustrative and consistent but contains some logical errors and deficiencies.	The reporting is illustrative and consistent but contains some logical errors and deficiencies.	The reporting is consistent, justified and illustrative. There are minor deficiencies.	The reporting is analytical and illustrative.	The reporting is compelling and formidable and illustrates acquired competence well.
Language and formal style of the thesis	The student is unable to independently produce acceptable text.	The student produces unstructured text with many different errors in language and style. Requires a great deal of guidance.	The student produces partially unstructured text with repeated errors in language and style. Requires quite a lot of guidance.	The student produces structured text with occasional errors in language and style. Requires some guidance.	The student produces fluent and almost error-free text. Does not require much guidance at all.	The student produces fluent and (almost) error-free text. Does not require guidance.
Compliance with reporting instructions	Does not follow JAMK’s reporting instructions.	Follows JAMK’s reporting instructions. However, there are severe deficiencies in compliance with the instructions.	Follows JAMK’s reporting instructions. However, there are some deficiencies in mastering the instructions.	Follows the key points of JAMK’s reporting instructions (citing sources, structure, layout). There may be deficiencies with some details.	Follows JAMK’s reporting instructions. There may be minor deficiencies with some details.	Follows JAMK’s reporting instructions in all ways.

Comments

Submit