A supervisor’s role in a student’s advancement: Assessing undergraduate thesis writing in applied linguistics
A supervisor’s role in a student’s advancement: Assessing undergraduate thesis writing in applied linguistics

Summary/Abstract: The present article builds upon the premise that undergraduate thesis writing represents both a product and a process. The authors’ approach is that both (what was acquired during studies and during the writing process) deserve to be represented in the final assessment. During thesis writing, a supervisor exercises several roles, which should be expanded by that of the assessor. This role should become visible in the assessment criteria in that it should be different from that of the critical reviewer. At the same time, the criteria should observe disciplinary values. The article first specifies what can be considered a value in disciplinary writing. Secondly, the identified value scheme is defined for applied linguistics, whereby assessment criteria are designed. Thirdly, the supervisory assessment criteria are proposed and defined through descriptors.

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