The Unbearable Lightness of praise 1. At each session, the issue of degree evaluations of the thesis. Problem that is experienced with contrasting attitudes from council members. They range from benevolent , for which not one more vote is denied to any individual ( "are all good guys" are committed ") to condescending, that counter-speakers adapt to the trial of speakers (a little 'as the lawyers office that is released to the benevolence of the court), to the extreme opposite of the strict , which are strict with their students, but are perpetually displaced upward from the game made by' combination benevolent-compliant.
2. If we go deep into sub-categories of interest emerge.
a. The benevolent may be divided into
and indifferent fans
. The former do not pose the problem of a rigorous evaluation and often only in a hurry or prefer the quiet life. The latter are identified fully with your student (involuntary feeding a conflict of interests: the student is an employee to defend more than one student to be assessed oggettivametne).
b. The group's condescending indifferent (they are the same as above, when you play the role of external reviewer) and subordinate . The subordination is apparent when the external reviewer is in a subordinate position compared to the "powerful" speaker: how can you ask a doc or a contractor or even a researcher, to counter the opinion of the rapporteur, from which depend for their career? The good aspect of this objective lies in a convergence of views, for which the "person" acquires the same meters for assessment of his "master." If so, even better when both are part of the category of strict.
c. But the ranks of the strict tends to decrease gradually. Consequently, in this case we can distinguish two subcategories: the penitent and irreducible. The most common justification is to repent of having to adjust upward to avoid penalizing students. The diehards are defeated at every session of degree: they can be compared to the ceilings in politics, their strong principles, but weakened by a progressive loss of electoral support, which goes to those promises and bestows (irreversible damage in the medium to long term) .
3. I have no difficulty in identifying with the small group of diehard rigorous, with a few caveats, which summarizes: respect, responsibility, trust.
a. The than I express to all my colleagues. I have "fun" to identify those categories, but not moralistic intent. I can understand why many (though not all) of the positions illustrated above. They are often the result of the lack / difficulty in finding explicit and shared standards of evaluation. And because I recognize the good sense and good faith in the majority of individual behavior, but in the aggregate lead to overall results that should be reviewed and corrected.
b. My rigor "irreducible" should be read not as barren maximalism, but as an appeal to common sense of responsibility . The sense of responsibility requires us to adapt to who does better. A serious assessment of merit should be the main focus of university activity. Covers both our careers and the careers of students. All stakeholders (households, firms, institutions), we call for the end of the self, which has undermined the credibility of the Italian university, kept standing above dall'anacronistico legal value of the qualification.
c. not renounce to express confidence in our ability to improve. Also because we have no choice. It is not longer than a quiet life. It 's time to deliver competitive ability in research and teaching. At the central level (Ministry, CUN, CNVSU, CIVR, etc. ..) there are imposed constraints and repeated adjustments. It's up to us to choose between the simple formal amendment of claims (from 5 to 6, from 10 to 9) and the subjects taught (relocated addresses in order to save everyone and everything) and a series of substantial revision of what we teach, how, with whom and for whom. I think we have to follow the second path and I am confident that we can do it.
4. Why deal with the thesis? There's other things to do: review the content of lessons, the teaching organization, the university statutes, regulations, recruitment and selection of virtuous teaching, research, etc ....
For two reasons.
a. The benaltrismo is an evil to be defeated, as worst form of ceilings. Life is like a lost benaltrismo inside a maze: it is idling. Defeat means finding a breadcrumb trail to find a way out.
b. Put the hands of the thesis is one of the threads of Ariadne. You can easily start there and continue to solve other problems in the vicinity. On the other hand, the importance of the argument should not be underestimated in its educational aspects and evaluation. Besides, we can not exclude the possibility of attacking other concomitant problems.
5. The thesis degree has a dual value. An undeniable educational value for the student. To which is added a value of external announcement effect, which summarizes the quality of training and the corresponding underlying validity of the vote. It 's the card exterior not only for graduates but also for our faculty. So there is an image problem not only formal (powered by the legal value of the qualification), but also substantial, involving the credibility of our faculty. We chose a president acknowledged expert in corporate marketing and territorial: I trust that he understands this problem well linked to the quality of marketing education expressed and transmitted also (not only) through our graduates. Their skills must match the degree mark.
6. If these are the conditions, which are the most obvious problems and corrections to be made? It suggests a number: a.
analysis and improvement must start from the data. Requests for excessive praise and background are very unevenly distributed across departments and, within them, including teaching. The latter figure shows the following distribution: 57% Department of Business, 27% departmental office, 16% Economic Department (citing data in mind, the order of magnitude is roughly respected). This would suggest that the best students will redirect it to study business. E 'likely, but it is not credible. Or at least, should be checked.
b. Requests for special mention (praise and / or background) have an internal announcement effect that is almost never denied. It 's very rare that they are not granted. It should be a check to do so. A eye I think that 99% are confirmed in the final vote, with obvious concern in terms of self-referentiality of the speaker (as measured at the beginning stylized). There are teachers who are very easy to praise, often nearly 100% of the arguments presented. All subsequently confirmed.
c. To view declared in the assessment as "medium" (supported by the good will shown by the student) is often ask for 4-5 points. The range is from 0 to 3 points is left to the rigorous diehards, who are the minority, as mentioned above. With obvious scorn for their award-winning graduates who see their friends who have made less effort (often descriptive), it took less time and get more points. There is an obvious problem of fairness. I regretted the strict resolve upward adjustment.
d. There are two vicious circles that are at least resized.
The first is cross matching which sees the same speakers / external reviewer switch roles on a number of arguments, sometimes six or seven during the same session of graduation. There is a clear risk of exchange rate (you do not break the boxes for me, I did not break it to you), compounded in the case of compliant subordinates. Serves more attention in the formation of committees degree.
The second is the common justification for the request of praise "has an average rating so high: how to" . This cuts starting the discussion on the assessment of the thesis. I remember two things about it. The first is that starting from the average of exams is just a practice, now common, but in no case whatever the actual value of thesis. Ironically, those who arrive with an average of 108-109 could afford to simply write down the telephone directory. The second is that the thesis is presented for competitive examinations (scholarships, competitions, etc. ..) and what the value is text. A thesis combined with a mediocre 110 and praise be to the detriment of the external image of the faculty.
7. Everything is clearer if you establish a clear code of reference for evaluations.
a. Firstly it should be noted that the score given to theory is incremental than the average of the votes examined. This means that, for example, give rise to the 0 point of view of those who have an average of 27 (equal to 99 out of 110) means giving a vote to his thesis the average: that is, 27! In the case of those who have an average of 29 (equal to 106). 0 points means giving a value of 29 to view! But colleagues retreat "horrified" by the idea of \u200b\u200bassessing a thesis 0 points, which is equal to 27, in the first case and 29 in the second. A thesis judged to be "media" is rewarded with 4 points in most cases and 3 in a few other cases (the diehards).
b. To be serious the value of the thesis must be relevant to the average overall value of their university career. This in theory means that a student must give a very good argument corresponds to his performace in the exams.
c. Apart from these discussions, but we must remember at the cost of touching the ceiling, code of practice must realistically consider that assessment based on the following incremental steps: 0 =
sufficient argument, very undemanding, 1 = more than enough argument, argument 2 = moderate, 3 = good argument, 4 = very good, 5 = excellent. The breakthrough after more than 5 points and, again, praise must be reserved excellent thesis. I guess that's excellent thesis each speaker does not have more than 5-10% of the arguments below.
assessments must take account of: 1) difficulty of the subject, 2) extent of the required references (bibliography) and the instruments used (books in foreign languages, quantitative methods, etc. ..), 3) capacity depth, 4) clarity, 5) any originality of the results.
8. In the history of our faculty, who is 50 years old, the problem of the thesis has reappeared several times. Sign of its enduring importance. Were placed correctly every time you have appeared obvious loss of respect for codes of assessment or the need to adapt to the times. We have always put a limit on points of increase. Today this limit, there is, is exceeded in most cases. Once distinguished theses B, leaner and less demanding for students who were in a hurry to graduate, A thesis from the more weighty and demanding. At first he claimed an increase in the average 0. The latter had increased by 6 points. Today there is no distinction, with the result of giving 3.4 points increase in the thesis are equivalent to the thesis and B from 5 to 7 and easy to praise the other views.
To limit the claims of praise we have long established a second external reviewer, who often just ignore the additional task. Remains the rule of prior communication. These more than a self-limiting effect before an alleged collective control, imitation has the effect of incentive: see the demands of integration after the first list. A rule that should be considered would be to limit the number of requests for praise-break. For example, not more than 20% of the thesis followed a year. We must move on these limits? I'd rather common sense, on explicit criteria, known to all, and shared.
9. The unbearable lightness with which you grant awards, in a degree which would present higher levels of difficulty levels and more rigorous assessment, I believe it is no longer sustainable. Let's start working on series ratings, credible, accountable and transparent. This good practice to close we also include the assessment of the exam. Last but not least, as soon we will have to evaluate ourselves. As it is right.
Pietro Alessandrini
November 14, 2009