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10 PhDs for Monitoring and Evaluation

A doctorate will place you on a whole new trajectory when it comes to your field of specialisation. As the field of Monitoring and Evaluation grows, so are the opportunities for focused doctoral study expanding across fields, while also deepening in their technical specificity. Whether your strengths lie in the highly analytic, and technical aspects, or whether a specific development challenge or cause has captured your heart, mind, and career, there is a PhD opportunity out there for you to formalise your knowledge, and to take your contribution to developing real-world solutions to the next level. It takes many years to find your niche for doctoral study, but these suggestions may assist is guiding your decision making as you navigate.

DPhil in Social Intervention and Policy Evaluation – University of Oxford

Oxford’s Department of Social Policy and Intervention offers this world-class, interdisciplinary doctoral programme focusing on Social Intervention process, policy and practice across a range of subject areas. The programme equips students with the theory and skills for conducting sound evaluations of programmes in health, violence prevention, the reduction of poverty and inequality, and child mental health; indeed some of the most pressing challenges for governments, civil society and development practitioners. This advanced programme encourages independent work, and the programme is usually highly specific to each individual, although all candidates are well supervised. This is a research-based programme, with stringent access requirements, but will guarantee candidates with the skills to grapple with development issues from the level of international policy, right down to the grass-roots implementation of even the most complex problems.

PhD Programme in Social and Engineering Systems – MIT

This cutting-edge research programme speaks into the heart of current best practice in social and human science. This programme will equip participants with the analytic and statistical methods to be able to analyse and address leading social challenges, from a strong data and machine learning perspective. Combining aspects of Information Systems and Sciences, with Engineering, Social Science, and the study of research methodologies, this fascinating programme will pave the way for a new generation of development practitioners. This programme includes a focus on autonomous systems, financial systems, urban systems and how these systems can be used to strengthen policy making, and urban development. If you’re looking at not only grasping M&E, but how to use evaluation as a principle in creating reinforcing loops for ongoing development practice, then why not explore this option.

PhD in Development Studies – University of Cambridge

This is a structured programme which provides participants with comprehensive coverage of current development issues and challenges; an excellent place to situate skills in monitoring and evaluation for improvement of development practice. At the end of their third year, participants submit a research dissertation, and the second year usually involves international, on-the-ground participation and study. The first year equips participants with all the critical research theories and skills. This structure makes this a unique opportunity to properly experience and explore real-world development challenges, while seeking their solutions. This is a full time PhD course, with stringent entry requirements, and a demanding study regime, however a strong supervisory element ensures a high quality, and enriching study experience.

PhD in Environmental Science, Policy & Management – University of California Berkeley

If your passion for problem solving is related more to issues of the environment, and the climate crisis, and this is where you hope to focus your Monitoring and Evaluation specialisation, this this expanded Environmental Science PhD might be the thing you are looking for. With employment and career prospects in government, environmental policy making, and academia, this programme will equip you with the methods and skills to evaluate programmes and policies to improve the outlook of our environment, and to mitigate the negative effects of our industrialised world. This will provide you with the language and the evidence to sway key stakeholders toward creating a better world.

PhD in Biomedical Informatics – Columbia

If you’re looking to focus on Public Health, and Health information systems, with Monitoring and Evaluation to improve healthcare policies and programmes, the this PhD in Biomedical Informatics will equip you will the skills you require to evaluate and improve healthcare programmes, information flows and conduct studies around programme efficacy. With a growing focus on healthcare related issues, this programme with its strong theoretical and applied components will equip epidemiologists, looking to sharpen their M&E with a top notch qualification, to engage in solving health challenges at the global level.

PhD in Evaluation Studies – University of Stellenbosch

This is a two-year doctoral programme offered by one of Africa’s leading universities, situated outside Cape Town, Stellenbosch University, which has been generating some of the most rigorous research and evaluations on the continent and around the world. The programme equips upcoming evaluators with all the skills and methodologies to conduct rigorous evaluations and aims to build Monitoring and Evaluation capabilities on the African continent and to ensure that this field continues to grow in professionalisation and practice. This programme is an excellent opportunity for those seeking to specialise as evaluators, and who aim to make a sound contribution across a range of intervention subjects and areas by applying this critical skillset. Studying M&E within a developing country context is sure to provide additional context, and a real edge the study experience.

PhD in Measurement, Evaluation, Statistics and Assessment (MESA) – Boston College

If you are technically skilled in statistics and are fascinated by the interplay with these skills and social research, then this is the programme for you. The programme ‘integrates state-of-the-art research design, statistical methods and testing’ to ensure that candidates are equipped with the highest degree of technical excellence. This programme is collaborative, both within the school amongst colleagues, but also on an international level. The programme is technical, but also applied, providing participants with the opportunity to work with NGOs and other civils society organisations, focusing on real-world development challenges.

PhD’s by Research – Institute of Development Studies

The Institute of Development Studies (IDS) ranked 1 st place in the 2020 QS World University Rankings by subject. The Institute takes some 50 PhD students at a time, and the work is focused on Development Studies across a range of topics and geographies. PhD students work with two Research Fellows, and participate actively in the teaching and learning activities offered by the IDS. Whether you are interested in applying your M&E skills to Policy and Governance, Civil Society, or Dev Tech, you will find associates at the IDS to facilitate a comprehensive research-based PhD. If you have a research topic in mind, focusing on any of the Institute’s subject areas, applications are welcome. As this programme is research based, coupled with teaching and learning opportunities, this programme will provide some freedom for research, while allowing participants to gain critical work experience in academia.

PhD in Development Studies with Reference to Emerging Economics – King’s College London

If your interest is in solving development challenges, using an evidence approach, and focusing on developing economies, then this PhD programme may be the one for you. The degree focuses on developing systems for modernisation, development and progress, with focus areas of Poverty, Inequality and Inclusive Growth, Social Justice and Political Economy and Institutions. The Department also hosts the Africa Leadership Centre, which creates a unique network with young leaders in Africa. This PhD may be completed part-time, or full-time.

PhD in the Evidence-based Practice Unit – University College London

If you’re already a subject specialist, looking an analysing critical issues such as healthcare provision and when to stop treatment, resilience in schools, child and adolescent mental health, mental well-being, or a range of other specialist areas at the centre of some of the world’s most significant development challenges, then why not browse the research areas currently support at UCL’s Evidence-Based practice unit. UCL, a ‘diverse global community of world-class academics, students, industry and external partners’, is well recognised for research strength and is growing its reputation as a leading multidisciplinary University. With links to the Anna Freud National Centre for Children and Families in the UK, this is an excellent opportunity for those seeking to bring an evidence-based and evaluative focus to an existing development challenge.

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Evaluation & Applied Research Methods

Phd in psychology.

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• Claremont Evaluation Center
• The Evaluators’ Institute
• Institute for Research on Social Issues
• Social Identity Lab
• Health Psychology & Prevention Science Institute

The Evaluation & Applied Research Methods PhD program focuses on training you in the design and implementation of impactful evaluations that improve the lives of people across a range of settings, including federal health agencies, educational programs, philanthropic foundations, academia, and more.

Program Highlights

• All graduate students in Evaluation & Applied Research Methods are encouraged to gain practical experience through projects, internships, or jobs. These opportunities can be frequently accessed through our research centers and affiliates, such as the Claremont Evaluation Center or the Health Psychology and Prevention Science Institute
• The curriculum balances technical training in research methods, statistics, and evaluation approaches with your interests by allowing you to select multiple elective courses to develop an area of specialization that fits your career goals and objectives (e.g. health evaluation, educational evaluation, foundation evaluation, international development evaluation, etc.).
• We have a generous transfer-of-units policy if you have already earned a master’s degree with an empirical thesis from another institution. If applying for a PhD, you may transfer up to 24 units of relevant coursework and a master’s thesis.
• All Evaluation students who request financial aid receive fellowships. DBOS also regularly hires students for paid research positions and teaching assistantships.

Program at a Glance

UNITS 72 units

*Actual completion times will vary and may be higher, depending on full- or part-time course registration, units transferred, and time to complete other degree requirements.

COURSES BEGIN Fall | Spring

DIVISION Division of Behavioral & Organizational Sciences

DEGREE AWARDED PhD in Psychology

Featured Courses

Provides basic understanding of prevalent evaluation theories, systems for categorizing these theories, the process of theory development in evaluation, and more.

Studies descriptive techniques, probability theory, basic statistical distributions (binomial, t, z, X2, F), measures of central tendency and variability, sampling distributions, selected nonparametric methods, and hypothesis testing.

Explores the three facets of evaluation practice as well as the stages of and methods for conducting program evaluations that are theoretically grounded, practical, and useful.

Examines the prevalent ideas that underpin evaluation and its practice.

Requires a 10-hour-per-week commitment to developing and executing a research project with a faculty supervisor who is conducting an ongoing program of evaluation research.

Surveys contemporary research methods in psychology, focusing on research conceptualization, design, and measurement and the logic of minimizing the number of viable alternative explanations for a set of findings.

  Evaluation Core Courses (12 units) Theory-Driven Program Evaluation (4 units) Comparative Evaluation Theory (4 units) Evaluation Procedures (4 units)

Evaluation & Related Electives (32 units) Students are often encouraged to take elective courses that help meet their specific career goals. These courses can be selected from the home department of any of the other CGU schools, including the School of Educational Studies, the Drucker School of Management, the Division of Politics & Economics, the Center for Information Systems & Technology, the School of Arts & Humanities, and the Institute of Mathematical Sciences.

Statistics & Methodology (20 units) Research Methods (4 units) Directed Research Seminar: Evaluation (two 2-unit courses) Intermediate Statistics (2 units) Analysis of Variance (ANOVA) (2 units) Applied Multiple Regression (2 units) Categorical Data Analysis (2 units) PSYCH 315 Sequence: Four additional units of Advanced Methodology

Field/Teaching Experience (4 units) Supervised Teaching Seminar (4 units) or Field Placement (4 units)

Transdisciplinary Core Course (4 units) All PhD students are required to enroll in a transdisciplinary core course from the “TNDY” course sequence during their first three semesters at Claremont Graduate University.

PhD Completion

• PhD qualifying exam
• Dissertation proposal
• Dissertation and oral defense

In the Field Opportunities Under the supervision of professionals with expertise in your particular areas of interest, you can participate in fieldwork, research, and paid internships at a range of corporations and organizations, including:

• Southern California Edison Company
• Kaiser Permanente
• Orange County Rapid Transit District
• Riverside County Department of Mental Health

Faculty & Research

Core faculty.

Stewart I. Donaldson

Distinguished University Professor Executive Director, Claremont Evaluation Center Executive Director, The Evaluators' Institute (TEI)

Research Interests

Positive Organizational Psychology, Health/Well-Being & Positive Functioning Across Cultures, Program Design & Re-Design, Culturally Responsive Theory-Driven Measurement & Evaluation

Tiffany Berry

Dean, School of Social Science, Policy & Evaluation Full Research Professor

Educational Program Evaluation, K–12 Educational Curricula, Comprehensive School Reform

Extended Faculty

Eusebio Alvaro

Full Research Professor

Social Influence Processes, Health Promotion, Disease Prevention & Medicine

William Crano

Stuart Oskamp Chair of Psychology

Social Influence, Effects of persuasive information on drug addiction and HIV/AIDS, Minority and majority relationships to health information

Jason T. Siegel

Professor of Psychology

Social Psychology, Health Psychology, Persuasion, Survey Research

Michael Scriven

Distinguished Professor

Philosophy, Mathematics, Evaluation methodologies, Critical thinking, Technology studies, Computer studies

Anna Woodcock

Senior Research Fellow

Identity, Identity balance, Stereotypes, Diversity, STEM, Prejudice, Longitudinal Research, Quasi-Experimental Research, Intervention Evaluation, Theory-driven Interventions, Implicit Bias, Implicit identities

Where You Can Find Our Alumni

Missouri Foundation for Health

Director of Evaluation

Davidson Consulting Ltd.

Evaluation and Organizational Consultant

Foundation for Behavioral Health

U.S. Department of State

Foreign Affairs Officer

Lanterman Development Center

Chair of Psychology

National Institute of Justice

Senior Social Science Analyst

Delaware Division of Alcohol and Drug Services

Deputy Director

Brigham Young University

Loma Linda University

Associate Professor of Nursing and Psychology

Request information about the Evaluation & Applied Research Methods program

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UCL Doctorate In Clinical Psychology

Examiners' criteria for evaluating the thesis

General criteria.

The research thesis is expected to be an original piece of empirical work of relevance to clinical psychology, demonstrating the candidate’s ability to apply scientific principles and undertake rigorous investigation. It should be of publishable quality, making a distinct contribution to the knowledge of the subject and affording evidence of originality.

The work done for the thesis must not have been submitted in fulfilment of the requirements of any other degree, and it must be the candidate’s own work. If the candidate is working in a team or analysing previously collected data the candidate’s personal contribution must be clearly defined. The criterion of acceptability is that the candidate is making a substantial independent contribution to the study.

The course supports a pluralistic approach to research. The candidate is free to choose from a range of approaches and paradigms as long as the research methods are appropriate to the research questions or hypotheses being investigated.

It should be borne in mind that, due to the multiple demands of clinical training, trainees are allotted relatively little time in which to do their project. We therefore do not hope for large or flawless studies, but we do expect that the research will be executed in a rigorous and professional manner.

These notes should be read in conjunction with the trainees’ guidelines on the major research project and on writing and presenting the thesis .

Theses are normally sent out to examiners in July for the September vivas. Before the viva, the internal and the external examiner each independently complete a report on the thesis.

The purpose of the viva is for the examiners to understand the candidate’s thinking about the material in the thesis (and also to establish their claim to independence of work). The candidate should be given the opportunity to explain any deficiencies or clarify any issues raised by the examiners.

Following the viva, the examiners compile a brief joint report. This includes an agreed evaluation of the written thesis and an assessment of the candidate’s performance in the viva. The result of the examination must be assigned to one of the five categories below. This is a recommendation subject to ratification by the Board of Examiners.

Outcomes of the viva

In arriving at an overall evaluation, examiners will bear in mind that strengths in some areas of the thesis may compensate for weaknesses in others. The more important or innovative the topic or method, the more forgivable are shortcomings: it is relatively easy to do methodologically sound but trivial research; harder to do innovative research that is scientifically or professionally significant.

The following categories are not “marks” in the sense of corresponding to A, B, C, etc.; rather they are to be thought of as specifying what is needed to bring the thesis up to an acceptable standard. It is possible, for example, that a generally excellent thesis may have some flaws requiring corrections, or that a competent but rather uninspiring thesis be awarded a pass.

The indicative times given next to each correction type (i.e. one month, three months, one year) represent the maximum time the candidate is given to make the corrections. However, it is possible that candidates may be able to submit their corrections earlier, and indeed the requirements for HPC registration put them under some pressure to get their thesis finally approved. Ultimately, the examiners will judge how well the corrections have been completed, rather than how long they have taken to be completed.

A well-conducted and well-presented study. Any small deficiencies in conceptualisation, measurement, design or execution are counterbalanced by positive qualities and a thorough discussion of methodological limitations. Minimal typographical or stylistic errors.

Pass conditional on minor corrections (one month)

A thesis which meets the criteria for a pass, but has some weaknesses that are fairly readily correctable. Corrections might include adding some further material; rewriting several pages; some re-analysis or re-presentation of the data; or correction of a large number of typographical or stylistic errors. (Theses with minimal presentational errors can, at the Board of Examiners’ discretion, be awarded a Pass.)

Referred for stipulated revisions (three months)

A thesis which has several substantial flaws in the analysis or write-up. Stipulated revisions might include the addition of substantial new material; a significant amount of rewriting, often in several parts of the thesis; or an extensive re-analysis of the data, which will usually necessitate revising the discussion of the findings.

Referred for major revisions (one year)

A badly thought-out or extremely poorly presented piece or work with serious flaws that are not convincingly explained in the viva. The thesis requires a very substantial re-conceptualisation, rewriting, or re-analysis to be brought up to passing standard. Revisions that require the collection of a significant amount of new data also fall under this category. A further oral examination, following resubmission, may be held at the examiners’ discretion.

A Fail should be given when the work undertaken by the candidate is irredeemable, i.e., the thesis has major flaws in conceptualisation, execution or presentation, which are not adequately accounted for in the viva. A Fail should also be given if the candidate’s viva performance reveals a fundamental lack of understanding of the rationale underpinning the work. In other words, either the thesis or the candidate’s viva performance indicates an absence of expected competencies and suggests that the candidate is not going to be able to undertake independent work as a clinical psychologist in the NHS. No resubmission is permitted.

Resubmission of the corrected thesis

The deadlines for the one-month, three-month and one-year resubmissions will be decided at the exam board. The revised thesis usually will be seen only by the internal examiner, unless the external examiner requests to see it.

If the required corrections have been made to the thesis, it is passed. If it falls short of meeting the required corrections, it will be referred to the chair of the exam board. (The one exception to this is when only a small number of very minor corrections still need to be made; the internal examiner can, at their discretion, contact the candidate directly, requesting that these changes be made.) If the candidate is unable or unwilling to make the corrections required, the thesis may be failed. The course regulations state that all course requirements must be completed within four years.

HPC registration

It is a pre-condition of HPC registration that candidates have completed all elements of the course, which includes all of their thesis corrections. Once the final hard-bound copy of the thesis, plus the electronic copy, have been submitted, the department will inform HPC so that registration can go ahead. The course makes every effort to streamline this process, so that potential employment is not affected.

Main navigation

• Graduate Students
• Faculty & Staff
• General requirements
• Preparation of a thesis
• Initial Thesis Submission
• Thesis examiners
• Evaluation of written thesis
• Thesis examination failures
• Doctoral oral defence
• Final Thesis Submission
• Thesis Writing and Support Resources
• Letters of Completion/PGWP

Evaluation of a Written Thesis

Examiners are asked to evaluate the thesis in myThesis, according to the criteria in the respective thesis examiner report for a Master's or Doctoral thesis. For an example of the criteria, please see the forms: see: Master's Examiner report form ; Doctoral Examiner report form (note these forms are now integrated in myThesis).

Examiners provide an overall judgment of 'passed' or ‘not passed’, in addition to a written report. For Master's students, this evaluation determines whether or not the thesis is ready for final submission, even if minor changes are recommended. For Doctoral candidates, this evaluation determines whether or not the candidate is ready to proceed to the oral defence.

If the thesis meets the general criteria for the degree sought, as well as those listed on the examiner's report form it should be evaluated as 'Passed', even if some changes are recommended.

If the overall judgement is 'Passed', examiners are asked to provide:

• A report that includes any recommendations for minor revisions to the thesis (i.e., stylistic or editorial changes that can be completed in three weeks or less).
• For doctoral theses, External Examiners who will not be at the oral defence must also provide a list of questions to be asked of the candidate at the oral defence.

An evaluation of 'Not Passed' should be given if:

• the need for a new study, experimentation, or significant additional research or reformulation.
• the need to address major problems with the presentation of the work. Stylistic or editorial changes are not normally considered to be major revisions, but if the quality of the presentation is so poor that extensive rewriting is required, the thesis should not be passed.
• At least one of the Criteria for the Evaluation of the Thesis (see Master's Examiner report form ; Doctoral Examiner report form ) is judged as unsatisfactory.

Examiners are asked to identify required changes clearly in their reports. The supervisor or another designated person will ensure that the student corrects the thesis and that it appropriately reflects the examiners' suggestions for revisions prior to re-submission of the thesis.

The candidate will normally revise and re-submit the thesis for re-assessment, usually by the same examiner. If/when review of the revised thesis is required, the Thesis Unit will contact the initial examiner to determine their availability. In rare cases, a revised thesis may be sent to a new examiner if the first examiner is not available to re-examine the thesis. For more, please see Thesis examination failures.

If the revised thesis is again ‘not passed’, the student will be withdrawn from the University unless the decision is reversed through an appeal to the Hearing Committee (Bias, Error, or Misrepresentation ).

This work is licensed under a Creative Commons Attribution Non-Commercial 4.0 International License . Graduate and Postdoctoral Studies, McGill University .

Department and University Information

Graduate and postdoctoral studies.

Submission and evaluation

Steps to submission.

Students should be aware that  in each term there is a cut-off date for submitting the thesis for evaluation. If the student misses this date, there are financial and possibly other consequences. Students are advised to verify applicable deadlines.

Prior to submitting the thesis, the student must have fulfilled all of the program's requirements and have submitted the list of examiners.

If the student is in a cotutelle arrangement, he or she should read their cotutelle agreement and check with the academic units of each institution regarding the submission procedures for both universities.

Examiners nomination arrow_drop_down

The list of examiners is proposed by the student in consultation with his or her supervisor. The student must ensure that the nomination form of the examiners has been completed and forwarded using a Service request in his or her Candidate Center (uoZone). The list must be submitted at least one month before the filing date. Any delay in the submission of this form will delay the entire evaluation and defence process and may have financial consequences since the submission of the thesis can not be accepted if the list of examiners has not been submitted .

• Form - List of examiners for the evaluation of the thesis (PDF)

PhD thesis external examiner arrow_drop_down

Each PhD thesis has an external examiner in addition to the internal examiners. The proposed external examiner should be at arm’s length from the PhD candidate, from the thesis research and from the thesis supervisor. Examiners must be seen to be able to examine the student and the thesis free of substantial conflict of interest.

To enable the faculty to check that external examiners have appropriate expertise and to validate that they are not in conflict of interest, a curriculum vitae must be provided for each proposed examiner. The curriculum vitae should include, the rank, supervisions and a list of publications.

In signing the form with the names of the proposed examiners, the director of the academic unit or delegate is indicating that, to the best of their knowledge, no conflict of interest exists.

For more information, or if there is any question about whether a potential external examiner is at arm’s length, please contact your faculty.

• Examples of conflict of interest

Submission for evaluation arrow_drop_down

When submitting a thesis for evaluation, the student must be enrolled. It is important that the student submits the final draft to his or her thesis supervisor sufficiently early in the term. By doing so the supervisor can read it, provide feedback and deliver it to the student in a timely manner. Consequently, the student can then make the latest revisions or corrections and submit his or her thesis for evaluation, after having obtained approval from the supervisor that the thesis is ready for evaluation .

Thesis submission method arrow_drop_down

The student has to submit an electronic copy of the thesis in the Candidate Center accessible through uoZone .

Statement of the thesis supervisor arrow_drop_down

The supervisor acknowledges having examined the thesis and propose to submit it to the jury. The thesis supervisor will approve or refute the thesis submission throughout the uoCampus portal.

The thesis supervisor will approve the submission of the thesis if he or she is convinced that the thesis meets the standards of the program of studies. In some cases, the thesis supervisor may ask the student to further develop his or her work.

Students who wish to know their status at this stage must log in to the Candidate Center (uoZone).

Steps to evaluation

Evaluation by the thesis jury.

The jury examiners must evaluate the thesis independently and, during the evaluation process, must not contact other examiners, the thesis supervisor, or the student to discuss the thesis evaluation before they submit their report to the office organizing the evaluation and defence.  

• Written evaluation of master’s thesis without oral defence and verdicts: See regulation C-7.10.2 of the Academic Regulation on thesis.
• Written evaluation of master’s thesis with oral defence and verdicts: See regulation C-7.10.2 of the Academic Regulation on thesis.
• Written evaluation of a doctoral thesis and verdicts: See regulation C-7.10.2 of the Academic Regulation on thesis.

For theses with an oral defence component, the thesis will be evaluated and then defended in person before a jury composed of professors other than the thesis director. Jury members read and evaluate the thesis. They must express their opinion on the thesis, and indicate whether they consider it ready for defence.

Thesis evaluation report with oral defence requirement

All examiners must submit a written and detailed evaluation report. All reports and examiner's name will be sent to the student and the thesis supervisor(s) and to the other examiners, including the president of the defence, prior to the thesis defence.

The examiner's reports must be sufficiently detailed to allow student to prepare for the defence or, if necessary, to make revisions. It is therefore very important for examiners to write relevant comments. An examiner who judges that the thesis is not ready to go to the defence must specify what gaps need to be filled.

• Are there any flaws in the interpretation of the results or in the method?
• The presentation is problematic and harms the comprehension of certain passages?

Note that the examiner's comments are also considered when a student is recommended for a prize (thesis with or without oral defence requirement).

Typographical errors should not be listed in the report itself but on a separate page.

Students who wish to know their status at this stage can connect to the Candidate center (uoZone). 

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• 12 March 2024

Bring PhD assessment into the twenty-first century

You have full access to this article via your institution.

Innovation in PhD education has not reached how doctoral degrees are assessed. Credit: Dan Dunkley/Science Photo Library

Research and teaching in today’s universities are unrecognizable compared with what they were in the early nineteenth century, when Germany and later France gave the world the modern research doctorate. And yet significant aspects of the process of acquiring and assessing a doctorate have remained remarkably constant. A minimum of three years of independent study mentored by a single individual culminates in the production of the doctoral thesis — often a magisterial, book-length piece of work that is assessed in an oral examination by a few senior academic researchers. In an age in which there is much research-informed innovation in teaching and learning, the assessment of the doctoral thesis represents a curious throwback that is seemingly impervious to meaningful reform.

But reform is needed. Some doctoral candidates perceive the current assessment system to lack transparency, and examiners report concerns of falling standards ( G. Houston A Study of the PhD Examination: Process, Attributes and Outcomes . PhD thesis, Oxford Univ.; 2018 ). Making the qualification more structured would help — and, equally importantly, would bring the assessment of PhD education in line with education across the board. PhD candidates with experience of modern assessment methods will become better researchers, wherever they work. Indeed, most will not be working in universities: the majority of PhD holders find employment outside academia.

Collection: Career resources for PhD students

It’s not that PhD training is completely stuck in the nineteenth century. Today’s doctoral candidates can choose from a range of pathways. Professional doctorates, often used in engineering, are jointly supervised by an employer and an academic, and are aimed at solving industry-based problems. Another innovation is PhD by publication, in which, instead of a final thesis on one or more research questions, the criterion for an award is a minimum number of papers published or accepted for publication. In some countries, doctoral students are increasingly being trained in cohorts, with the aim of providing a less isolating experience than that offered by the conventional supervisor–student relationship. PhD candidates are also encouraged to acquire transferable skills — for example, in data analysis, public engagement, project management or business, economics and finance. The value of such training would be even greater if these skills were to be formally assessed alongside a dissertation rather than seen as optional.

And yet, most PhDs are still assessed after the production of a final dissertation, according to a format that, at its core, has not changed for at least half a century, as speakers and delegates noted at an event in London last month on PhD assessment, organized by the Society for Research in Higher Educatio n. Innovations in assessment that are common at other levels of education are struggling to find their way into the conventional doctoral programme.

Take the concept of learning objectives. Intended to aid consistency, fairness and transparency, learning objectives are a summary of what a student is expected to know and how they will be assessed, and are given at the start of a course of study. Part of the ambition is also to help tutors to keep track of their students’ learning and take remedial action before it is too late.

PhD training is no longer fit for purpose — it needs reform now

Formative assessment is another practice that has yet to find its way into PhD assessment consistently. Here, a tutor evaluates a student’s progress at the mid-point of a course and gives feedback or guidance on what students need to do to improve ahead of their final, or summative, assessment. It is not that these methods are absent from modern PhDs; a conscientious supervisor will not leave candidates to sink or swim until the last day. But at many institutions, such approaches are not required of PhD supervisors.

Part of the difficulty is that PhD training is carried out in research departments by people who do not need to have teaching qualifications or awareness of innovations based on education research. Supervisors shouldn’t just be experts in their field, they should also know how best to convey that subject knowledge — along with knowledge of research methods — to their students.

It is probably not possible for universities to require all doctoral supervisors to have teaching qualifications. But there are smaller changes that can be made. At a minimum, doctoral supervisors should take the time to engage with the research that exists in the field of PhD education, and how it can apply to their interactions with students.

There can be no one-size-fits-all solution to improving how a PhD is assessed, because different subjects often have bespoke needs and practices ( P. Denicolo Qual. Assur. Educ. 11 , 84–91; 2003 ). But supervisors and representatives of individual subject communities must continue to discuss what is most appropriate for their disciplines.

All things considered, there is benefit to adopting a more structured approach to PhD assessment. It is high time that PhD education caught up with changes that are now mainstream at most other levels of education. That must start with a closer partnership between education researchers, PhD supervisors and organizers of doctoral-training programmes in universities. This partnership will benefit everyone — PhD supervisors and doctoral students coming into the research workforce, whether in universities or elsewhere.

Education and training in research has entered many secondary schools, along with undergraduate teaching, which is a good thing. In the spirit of mutual learning, research doctoral supervisors, too, will benefit by going back to school.

Nature 627 , 244 (2024)

doi: https://doi.org/10.1038/d41586-024-00718-0

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Measurement and Evaluation PhD

Doctor of philosophy (ph.d.) in measurement & evaluation.

The Ph.D. in Measurement & Evaluation is designed to prepare graduates for careers in a wide range of educational settings. Graduates acquire specialized knowledge and skills in test theory, test and instrument development and validation, program evaluation, and quantitative analysis of educational and psychological data. Some graduates pursue careers as college professors. Some are employed in city or state departments of education in the planning and supervision of testing programs and research and evaluation projects. Others work for test publishers, licensure and certification boards, and government agencies in the construction of tests or in the management of large-scale testing programs. Still others work in evaluation, research design, and statistics in contrast research firms, as well as health care and business settings. 

A doctorate is required for most college teaching positions and for positions of professional responsibility in testing organizations, departments of education, and licensure and certification boards. The Ph.D. is appropriate for individuals with strong quantitative and technical skills who wish to focus on theoretical issues in measurement and evaluation or who have a strong background in a substantive area of psychology in which they wish to further the development and application of measurement techniques.

Both the Ed.D. and Ph.D. are accepted as qualification for faculty positions in schools of education in the United States.

PhD MEAS Program Requirements 23-24

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall Only

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): December 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam (if applicable)
• $75 Application Fee
• Two (2) Letters of Recommendation
• GRE General Test

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

Measurement Core (15 points):

HUDM 5059 Psychological measurement (3)

HUDM 5124 Multidimensional scaling and clustering (3)

HUDM 6051 Psychometric theory I (3)

HUDM 6052 Psychometric theory II (3)

HUDM 6055 Latent structure analysis (3)

Evaluation Core (9 points):

HUDM 5130 Meta-analysis (3)

HUDM 5133 Causal inference for program evaluation (3)

ORLJ 5040 Research methods in social psychology (3)

Quantitative Methods Core (21 points):

MSTM 5030 Topics in probability theory (3)

HUDM 4125 Statistical inference (3)

HUDM 5123 Linear models and experimental design (3)

HUDM 5126 Linear models and regression analysis (3)

HUDM 6026 Computational Statistics (3)

HUDM 6030 Multilevel and longitudinal data analysis (3)

HUDM 6122 Multivariate analysis I (3)

Measurement, Evaluation, and Statistics Electives (18 points):

In consultation with an advisor, students select courses from the following list, as well as more generally from courses offered at other Departments and Schools at Columbia University:

HUDM 5058 Choice and decision making (3)

P8120 Analysis of categorical data (3) (at Mailman School of Public Health)

P8121 Generalized linear models (3) (at Mailman School of Public Health)

W4640 Bayesian statistics (3) (at the Columbia Statistics Program)

HUDM 5250 Research practicum in measurement and evaluation (0-4)

Psychology (minimum of 9 points):

In consultation with an advisor, a group of courses aimed at substantive preparation in the field of psychology.

Dissertation Advisement and Seminar (minimum of 3 points):

HUDM 7500* Dissertation seminar (1-3 credits each for two semesters) HUDM 8900 Dissertation advisement (0)

Special Requirements:

The first two years require full-time study. In addition to the above coursework, an approved empirical paper, an approved theoretical research paper, successful performance on the certification examination, and completion of an approved doctoral dissertation are required for the Ph.D degree.

M.Phil. Degree

The M.Phil. is an en passant degree awarded to those nearing the completion of the Ph.D. degree. Students contact the Office of Doctoral Studies (ODS) to file for the award of the degree.

To receive the M.Phil., the student must satisfactorily complete the following requirements:

Register for courses through Teachers College and maintain continuous registration.

File, in the Office of Doctoral Studies, an approved Program Plan of Study, including transfer credit.

Complete not less than six courses with evaluative grades, under Teachers College registration, with a minimum composite grade decile of 6.

Pass the Departmental Certification Examination (i.e., Research Methods Examination).

Complete an approved empirical research paper and an approved theoretical research paper.

Satisfactorily complete a minimum of 75 points of graduate credit, as indicated on the Program Plan, and all program requirements for the Master of Philosophy degree.

Be recommended by the Program Advisor and Department Chair for the award of the M.Phil. degree, which signifies certification as a Ph.D. degree candidate who may continue the dissertation requirement under the auspices of the Teachers College faculty.

Candidates should provide copies of the Program Plan and both research papers to the Department of Human Development for inclusion in the student’s records.

Transfer Credit

Relevant courses completed in other accredited graduate schools to a maximum of 30 points, or 45 points if completed in another Faculty of Columbia University, may be accepted toward the minimum point requirement for the degree.

Only completed graduate courses with earned grades of B or higher that appear on the student’s transcript from a regionally accredited institution may be considered for transfer credit.

The student files a “Request for an Allocation of Graduate Credit” with the Office of the Registrar. Once the Registrar's Office determines the eligibility of courses for transfer, final determination of transfer credit is awarded at the discretion of the faculty advisor after evaluation of the courses for content and relevance to program requirements. The Office of the Registrar notifies the student of the results.

Satisfactory Progress

Students are expected to make satisfactory progress toward the completion of degree requirements. Program faculty annually review each student’s progress. Where there are concerns about satisfactory progress, students will be informed by the program faculty. If a student is performing below expectations, remedial work within an appropriate timeline may be required. If satisfactory progress is not maintained, a student may be dismissed from the program.

Satisfactory Progress for the Ph.D. degree is a B+ or above. 

Satisfactory progress for a doctoral research fellow scholarship is a B+ or above. 

• View Other Degrees

Program Director : Dr. James Corter

Contact Person: Jonathan Chastain

Phone: (212)-678-4190

Email: hud1@tc.columbia.edu

College of Education and Human Development

Department of Organizational Leadership, Policy, and Development

Evaluation studies PhD

Become an expert in program evaluation. This Evaluation Studies (ES) track program equips you with the knowledge, experience, and resourcefulness needed to be a professional evaluator, evaluation researcher, or educator in a variety of settings.

In this program, you will hone an interdisciplinary set of skills for designing and implementing effective evaluation strategies. Through advanced research techniques, you will be able to quickly and astutely discern issues in processes and systems, develop incisive solutions to bottlenecks and roadblocks, and manage organizational paradoxes with confidence.

You will gain experience in a full array of quantitative, qualitative, and mixed methods, and you will sharpen your skills in designing evaluation studies, data collection, data analysis, and how to effectively communicate results to improve policies and programs.. Through new and ongoing organizational partnerships, you will work in real-life evaluation cases and get hands-on experience.

We're sorry -- this program is not accepting applications at the current time.

Doctoral students in Evaluation Studies gain the capacity to:

• Teach evaluation and research methods courses.
• Serve as lead evaluators and consultants on evaluation and research methodology and program design.
• Measure both the economic and social impact of public policies and programs.
• Communicate the value, vision, possible strengths and potential flaws of a project with clarity and precision.
• Conduct original research on evaluation theory and practice in a range of contexts.

72 credits (48 credits of coursework + 24 thesis credits) completed in 3-5 years for full time students.

OLPD departmental core

• OLPD 8011—Doctoral Research Seminar I (1 cr) [Fall term of first year]
• OLPD 8015—Inquiry Strategies in Educational and Organizational Research (3 cr) [Take Spring term of first year]
• Quantitative research course (3 cr) selected with approval of advisor
• Qualitative research course (3 cr) selected with approval of advisor
• Additional methods courses (6 cr) selected with approval of advisor

Evaluation studies program core

Students must take OLPD 8596 twice in two different semesters for 3 credits each time.

• OLPD 5501—Principles and Methods of Evaluation (3 cr)
• OLPD 8502—Program Evaluation Theory and Models: Qualitative and Quantitative Alternatives (3 cr)
• OLPD 8595—Evaluation Problems (3 cr)
• OLPD 8596—Evaluation Internship I (3 cr)
• OLPD 8596—Evaluation Internship II (3 cr)

Additional coursework

Minimum of 17 credits required. These credits can be used to meet the requirement that a minimum of 12 credits be taken outside the ES track or for a minor. Courses not specifically listed should have advisor approval.

Thesis credits (24 credits)

All Ph.D. students are required to register for 24 semester thesis credits (OLPD 8888) after completing the preliminary oral exam. These must be taken over two or more terms.

We’re here to help. Simply complete this form and a member of our department will be in touch.

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PhD Thesis Evaluation Report Writing

Thesis writing plays a vital role in completing your academic study in any research area. In this thesis, among all the chapters, the evaluation is important that is illustrated in this blog.

Our technical team is available 24/7 for research assistance

Send your techinical enquiries directly to our technical team via mail - [email protected] or you can send it to support team via WhatsApp

PhD Thesis Evaluation Report is a blog that gives you information about an evaluation report in the thesis. The significance of evaluation in the thesis is illustrated, start to read this blog.  

What is a Thesis?

   The thesis is a technical write-up of research work as a single strength from the introduction to the conclusion. A thesis consists of sequential chapters to give a deep understanding of the concept. In simple, a thesis is a report of research to illustrate methods and their results in detail.     

Importance of Evaluation in Thesis

• At first, the metrics for evaluation in a research concept need to be relevant to the objectives of the work.
• It depicts the efficiency of the proposed methodologies and their best on that system.
• The comparison to previous methodologies and algorithms will make sure that the proposed method operates at higher performances.
• The result evaluation in the thesis depicts tabulated values and graphical plotted values.

  The evaluation is not only important in a thesis, in basic it is used to identify the performance of the proposed research. The improvement in the research reflects in the evaluation report. We have experts to write PhD Thesis Evaluation Report in any research field. The research fields in PhD for thesis are given below.  

Fields in PhD Thesis Writing

• Network and Communication
• Processing of Images
• Mining different types of Data
• Management of all Data
• Analysis of Banking Records

    In this way, there are many other research fields of study to write a thesis. According to the major course, the research field depends upon. We offer support for writing only evaluation reports for the thesis. It is a special opportunity for all scholars and doctorates. We are here to assist you in completing your PhD thesis on time.   

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Wentian Huang - “Nonparametric and semiparametric approaches to functional data modeling”

Dissertation Advisor: David Ruppert

Initial job placement: Ernst & Young

Binh Tang - “Deep probabilistic models for sequential prediction”

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Ruqi Zhang - “Scalable and reliable inference for probabilistic modeling”

Dissertation Advisor: Christopher De Sa

Jason Sun - “Recent developments on Matrix Completion"

Dissertation Advisor: Martin Wells

Initial job placement: LinkedIn

Indrayudh Ghosal - “Model combinations and the Infinitesimal Jackknife : how to refine models with boosting and quantify uncertainty”

Dissertation Advisor: Giles Hooker

Benjamin Ryan Baer - “Contributions to fairness and transparency”

Initial job placement: Rochester (postdoc)

Megan Lynne Gelsinger - “Spatial and temporal approaches to analyzing big data”

Dissertation Advisor: David Matteson and Joe Guinness

Initial job placement: Institute for Defense Analysis

Zhengze Zhou - “Statistical inference for machine learning : feature importance, uncertainty quantification and interpretation stability”

Initial job placement: Facebook

Huijie Feng - “Estimation and inference of high-dimensional individualized threshold with binary responses”

Dissertation Advisor: Yang Ning

Initial job placement: Microsoft

Xiaojie Mao - “Machine learning methods for data-driven decision making : contextual optimization, causal inference, and algorithmic fairness”

Dissertation Advisor: Nathan Kallus and Madeleine Udell

Initial job placement: Tsinghua University, China

Xin Bing - “Structured latent factor models : Identifiability, estimation, inference and prediction”

Dissertation Advisor: Marten Wegkamp and Florentina Bunea

Initial job placement: Cambridge (postdoc), University of Toronto

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1. bachelor thesis evaluation, 2. master thesis evaluation, 3. doctoral thesis evaluation, 1. maintains a clear analysis of thesis work, 2. facilitates organized decision making, 3. aims on a student’s overall performance, 4. provides summative comments , step 3: search for possible errors in a balanced way, what are some examples of thesis evaluation , share this post on your network, you may also like these articles, 39+ sample probationary evaluation in pdf | ms word.

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