Reasons for Comprehensive Examinations: A Re-evaluation

The Doctoral Comprehensive Examination in Counselor Education: Faculty Members’ Perception of its Purposes

“…A lack of stated purpose may support the assumption that the comprehensive examination is a rite of passage (Anderson et al, 1984). Although there are different philosophies regarding the traditional purpose of the comprehensive examination, this study provided an insight in the level of importance (ranging between neither unimportant nor important and somewhat unimportant) of maintaining a traditional purpose of the comprehensive examination.…”

“…Loughead (1997) recommended utilizing Bloom's taxonomy as the primary purpose for designing the comprehensive examination, evaluating, and providing feedback to students to facilitate higher order thinking. Loughead (1997) An extensive review of the literature within counselor education and across disciplines yielded five main purposes for the comprehensive examination: (1) to assess lower levels of cognitive complexity (Anderson et al, 1984;Burch & Peterson, 1983;Khanna & Khanna, 1972;Loughead, 1997;Manus et al, 1992;Peterson et al, 1992;Ponder et al, 2004;Saraf, 1985); (2) to assess higher levels of cognitive complexity (Anderson et al, 1984;Boes, Ullery, Millnner, & Cobia, 1999;Estrem & Lucas, 2003;Fox, 1985;Loughead, 1997;Manus et al, 1992;Peterson et al, 1992;Ponder et al, 2004;Saraf, 1985); (3) to promote a beneficial learning experience (Cobia et al, 2005;Fox, 1985;Furstenberg & Nicholas-Casebolt, 2001;Peterson et al, 1992;Schafer & Giblin, 2008;Thomason et al, 1980); (4) to prepare students for future scholarship (Burch & Peterson, 1983;Cobia et al, 2005;Estrem & Lucas, 2003;Ponder et al, 2004;Thyer, 2003); and (5) to maintain tradition (Anderson et al, 1984;Beck & Becker, 1969;Eisenburg, 1965;McKee et al, 1999;Molbert, 1960;S...…”

Learning from the Classics: an Empirical Examination of the Cultural Literacy in Criminological Theory

“…This raises Downloaded by [University of Saskatchewan Library] at 01:01 19 November 2014 fundamental questions about the overall rationale for doctoral examinations. Anderson et al (1984) argued that doctoral examinations serve three purposes: "to screen out students on the basis of ability and/or knowledge, to provide a rite of passage so the student will feel the degree has been earned, to provide an opportunity for students to organize their thinking and integrate what has been learned" (p. 79). Examinations are capable of perpetuating traditional practices and providing a rite of passage and enabling integration without necessarily covering the core works in the field.…”

Comprehensive Exams

“…The result of this anxiety may be failure since highly anxious subjects do not perform as well as moderately anxious subjects (Anderson, 1984). Arnold (1970) notes that the result of failing a comprehensive examination can be quite high.…”

“…Anderson (1984) suggests three reasons for having comprehensive examinations. The first reason is that the "comp" can be used to screen students or to act as a gatekeeping device.…”