Thesis Evaluation Framework Headings The Abstract Information to be sought Remarks Is it concrete?

? Does it provide the readers the opportunity for the reader to quickly preview the contents of the thesis? Does it include a statement on the theoretical framework of the thesis? Does it present the central hypothesis and indicate how the hypothesis was tested? Does it summarize primary results of the research? Does it include information about sampling and population parameters, where appropriate? Is its length appropriate? ( be limited to between 150 and 200 words) Is it clearly related to the rest of the thesis? Does it clearly clearly communicate the central idea or theme? Does it demonstrate relationships among all parts of the thesis? Does it explicitly demonstrate external clues to organization? Does it provide relevant background information? Does it tell an interesting brief story or anecdote? Does it include a pertinent statistics? Does it ask a provocative question? Does it use an appropriate quotation? Does it make a useful analogy? Does it define a term used throughout the thesis? Does it communicate to the reader the central or unifying idea of the thesis? Does it sustain throughout the thesis? Does it reflect the content of the thesis? Is is it, in a sense, the answer to the central question or problem raised? Does it states the thesiss subject, the topic the writer is discussing? Does it reflect the thesiss purpose? (either to give readers information or to persuade readers to agree with you)

The Introduction

The Thesis Statement

The Literature Review

Does it include a focus, the researcher's assertion that conveys his/her point of view? Is the language used in it precise and carry exact meaning? May it also briefly state the major subdivisions of the thesiss topic? Is it critical and analytical1 to the identification and specification of the problem? Is it based on deductive and inductive2 reasoning? Is it good enough for the refinement of the thesis statement? Does it lead to the specification of the research process? Is it helpful for interpreting research result? Is it summative? Does it cover methodological issues? Does it reflect research topic and techniques? Does it allow the researcher to assess his/her ideas in the context of others? Does it allow her/him to replicate, extend, modify, those ideas through critical analysis and synthesis? Does it identify articles, studies, monograms, that are appropriate to the topic, authored by reputable scholars and appear in credible publication? Is the literature of discernible methodological quality? Is the study's research design internally and externally valid? Are the data sources reliable and valid? Are the analytical methods appropriate given the characteristics and quality of the data? Are the results meaningful in both practical and statistical terms? Is the literature review divided into two sections: one on issues that demonstrate knowledge of the advantages and disadvantages of the methodology and another on theoretical issues related to the topic? Is it extensive and comprehensive? Does it maintain academic honesty? Is the review extensive enough to cover important research and present assorted positions on the subject? Does the literature review inform the author as to the main findings, trends, areas of debate or

The Research Design

Theoretical framework

Does it consist of the research strategy? Does it consist of the conceptual framework? Does it consist of who or what will be researched? Does it consist of the tools and techniques for data collection? According to what strategy the data will be collected? Within what conceptual framework the data will be collected? From what source the data will be collected? How will the data be collected? (Punch, p. 66) Does it talk about the bounds and limitations of the topic and research approach? Does it consist of a clear articulation of how the problem being researched relates to a practical or theoretical planning or social policy problem/issue? Does it consists of a clear and precise definition of the population the problem or issue relates to? Does it include a discussion of how the research will permit generalization to broader principles of social construction or general planning theory? Does it also includes a discussion of how the research will result in a clearer definition of an important planning or social policy issueimplications of the research for a wide range of practical planning or related social policy issues? Does it discuss about how the research will provide for a productive exploration of the subject employing basic research techniques? Is it a clear elaboration and presentation of

controversy, and suggestions for additional research? Does the literature review contribute insight into the subject regarding research procedures and building hypothesis? Does the review help provide specifics for measurement consideration, build and weave in with other research? Does it help to assure that the research stays focused on the main objectives or purpose of the thesis? Does the literature review integrate the thesis topic with previous works on the subject? Does it clearly define all relevant concepts?

of the research design Analysis and Interpretation

the topic's theoretical framework? Does it describe how the problem relates to the theoretical framework? Does it demonstrate how the problem relates to previous planning or social policy research? Does it present alternate hypothesis within the framework of the theory? Does it propose a relationship between two or more variables? Does it specify the population to which the hypotheses are relevant? Does it clearly define the sampling frame from which the sample was drawn? Does it explain how the size and type of sample was determined? Charts, graphs, table, picture, to support or enhance the issues raised and discussed. Illustrations, discussion, analysis, interpretation, linking theory, discussion, support and challenge the data, theory, ideas, Substantiate or refute hypotheses, divide into headings, sub-headings and subsubheadings to indicate subordinate and supporting ideas Does it serve to bring the discussion to an end? Does it follow logically from the central theme of the thesis and the topical paragraphs? Does it summarize the main points of the thesis? Does it ask for awareness, action, or similar resolution from readers? Does it look ahead to future research, developments in the field or paradigm shifts? (What not to do- devices to avoid3)

The Research Hypothesis Sampling Procedures.

Conclusion

1. The word critical has a neutral meaning. It does not mean taking a negative view or finding fault. The essence of critical thinking is thinking beyond the obviousbeyond the flash of visual images, the alluring promises of glossy advertisements, evasive statements, half-truths of some propaganda, manipulation of slanted language, and faulty reasoning (Troyka 112). Critical thinking involves activities of the mind and higher-order-reasoningprocesses of contemplation and deliberation. Critical thinking is important to a quality literature review because it helps to establish validity in the design of the research methodology; and in the construction of valid hypotheses that can be tested; and in the creative writing process. Various facets of critical thinking are presented as a general guide to reading the selected literature and writing the review. These are: 1. The integration and association of information and knowledge. 2. Analysis that breaks ideas into their component parts so that they can be considered separately; 3. Synthesis that makes connections among different ideas or components of ideas, seeking relationships and interconnections with which to tie them together; 4. Critical assessment of the ideas presented for soundness of reasoning and logic. (Troyka 112) 2. Inductive and Deductive Reasoning In Critical, Reading and Writing of the literature review Inductive reasoning is the process of arriving at general principles from particular facts. Deductive reasoning is the process of reasoning from general claims to a specific instance. Inductive and deductive reasoning are the foundation for critical thinking, reading and writing (Troyka 134, 135). There are no acceptable substitutes for a well informed, critically written thesis (quality literature review, sound research and intelligent interpretation of the research results). Value judgments, misinformation, and quoting other writers out of context are not acceptable substitutes. 3. See the following: a. Do not introduce new facts or ideas that belong in the chapters discussing the findings. b. Do not reword the introduction and present it as the conclusion. c. Do not restate what you have done. Avoid statements such as in this paper I have discussed the relationship between a states per capita income and per pupil expenditures for education. (Troyka 111) http://www.csupomona.edu/~urp/master_files/PDF%20files/guidelines_for_master_thesis.pdf