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This study is an investigation into the availability and use of explicit dissertation evaluation criteria by supervisors and assessors in the doctoral programmes in Faculties of Education in the universities in south east, Nigeria. The work sought to determine whether there are implicit or explicit criteria for evaluation of doctoral dissertation and whether these are used by those supervising and assessing the students’ dissertation at the various stages of the dissertation development. This study is a descriptive survey of 328 internal dissertation assessors and supervisors’ usage of dissertation evaluation criteria for doctoral supervision, based on availability of such criteria. Questionnaire was used to collect data for the study while descriptive statistics was used to answer the research questions developed. It was observed that, though various faculties provide explicit rubric for PhD research work assessment, most supervisors/assessors assess their candidates’ works implicitly. This indicates use of global rather than analytic form of assessment. Faculties, it was also observed, do not make extensive efforts to inform their PhD students about the rubrics. The outcome of this research will not only open up discussions within the education faculty on dissertation evaluation criteria but also serve as a preliminary step towards the development of a relatively standard dissertation evaluation framework to guide both students and supervisors/assessors in faculties of education.

Evaluation of Doctorate Dissertation in Nigerian Universities: Do Faculties Provide and Use Explicit Criteria/Rubrics?