THE ACCREDITATION OF BACHELOR’S AND MASTER’S DEGREES IN EDUCATION: A MATTER OF ACADEMIC LITERACY
DOI:
https://doi.org/10.5944/educxx1.16451Keywords:
Academic Discourse, Writing Evaluation, Theses, Academic Achievement.Abstract
Publication of the rules governing the organization of official teachings hasled to universities and agencies Spanish evaluation to a set of challenges related to the design, development and evaluation of learning outcomes in the setting of the EHEA. In this area, the evaluation of the Bachelor/Master’s thesis is providing substantial information on the difference between the expected learning outcomes in curriculum and actually achieved by the student.
Academic writing is fundamental to determine the quality of learning outcomes of a curriculum leading to university degree evidence. However, the evaluation of academic writing as evidence of the quality of a title not only poses significant challenges to universities that train students and evaluate their work in order to study but also rating agencies that accredit titles. One of those challenges is the definition of the proper object of evaluation —the Bachelor/Master’s Thesis— from different prototypes of academic discourse genre «End of studies work». From a socio-discursive perspective, this article proposes a description of the various prototypes of Bachelor/Master’s thesis (educational intervention, empirical research, theoretical review, historical research) gender as a discursive community in the area of knowledge of Education. Social and material characteristics require students to develop academic identity in writing evidencing learning outcomes foreseen in the legislation.
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