An undergraduate thesis training course for faculty reduces variability in student evaluations

Background: The undergraduate thesis evaluation process is one of the most prevalent weak points in universities; the literature indicates the need to orient undergraduate thesis evaluators through specific training initiatives. Objectives: The aim of this study was to analyze the discrepancies between the grades awarded by undergraduate thesis supervisors and by the panel of faculty examiners, and the effect of training targeted to faculty members. Design and methods: A cross-sectional study was performed during the 2015-2016 academic year in a Spanish Nursing School. Settings and participants: We analyzed the mean grades from undergraduate thesis evaluation rubrics and the effects of a professional training course on the evaluation process. Results: A total of 920 rubrics were analyzed. There were significant differences between the 460 grades awarded by the panel (7.63/10.0, standard deviation [SD] 1.57) and the 460 awarded by undergraduate thesis supervisors (8.62/10.0, SD 1.51). The results of the multivariate analysis of variance revealed significant differences according to participation in the training course, with a moderate effect size (eta(2)p = 0.063). Conclusions: A training initiative targeted to faculty involved in developing and evaluating undergraduate thesis reduces subjectivity and enhances fairness and quality in student evaluations.

Automated summary

This study analyzed the discrepancies between grades awarded by undergraduate thesis supervisors and faculty examiners, highlighting the significant impact of training for faculty members on the evaluation process. The training initiative targeted at faculty involved in thesis development and evaluation reduces subjectivity, enhancing fairness and quality in student evaluations.