Grading scale
The Norwegian national academic council for political science has published a concise, qualitative description of what is required for different grade steps when assessing Master’s theses. This highlights the clarity of the research question, how well it is theoretically based in the literature in the field, quality of the analysis, use of methodology and presentation of the material.
If these aspects are described as “excellent” or “very good”, grades A and B may be used. If there are “significant shortcomings” in the areas mentioned, grades D and E are relevant. Grade C is used for a Master’s thesis that is good “in all important aspects”. Thus there is nothing especially wrong with a C-grade thesis ─ it is “praiseworthy” ─ but cannot be said to stand out clearly in the key dimensions of assessment.
There follows below an amplification and more precise description of the quality requirements and criteria for assessment of Master’s theses in political science. This should assist in making the setting of grades as consistent as possible.
The Master’s thesis ─ a research report
The Master’s thesis is a report on research work, and should fulfil the general requirements for academic argumentation and presentation. An independent, scientific study should be conducted with an expected input that corresponds to the credits that the Master’s thesis (and any complementary courses) are allocated. Delimitation of the study in order to complete it within the time frame is part of the challenge.
The Master’s thesis should have a delimited, clear and researchable question ─ of an empirical, theoretical or normative nature. It can be based on many types of material, such as available data (databases, official statistics, interview or survey material), own data (observation, interviews, questionnaires) or texts/documents.
Furthermore many forms of analysis can be used, such as primary analysis of a material, reanalysis of data from other studies, analysis of theoretical orientations, analysis of methodological questions etc. is not required for candidates to collect their own data, especially not in cases where the Master’s thesis accounts for a low number of credits; the requirements for collection, adaptation, processing and analysis of underlying material increases with the number of credits concerned. Correspondingly it is expected that the review of relevant literature in the field of research is more thorough for a thesis with a higher number of credits.
For all Master’s theses (irrespective of the credit allocation) the same requirements are otherwise set for clarity and accuracy in formulating the research question, argumentation and presentation of the material.
Assessment based on an overall impression
The assessment of a Master’s thesis is based on discretion, and should build upon the overall impression the reader is given. The assessment must take as its starting point the level of work expected for the type of thesis in question, as represented by the number of credits (for example, 30 credits reflects one semester’s full-time study, while 60 credits corresponds to two).
If there are complementary courses that represent a completely integrated part of the Master’s thesis, this should be evident to the examiners. The places of learning should ensure that the examiners are informed of the number of credits for the Master’s thesis, and whether the thesis has been written in the nominal length of study time.