Examining the comprehensive examination

Meeting educational program objectives

Bibliographic Data

ID15316690
AuthorsWilliam V Pelfrey (Virginia Commonwealth University, corresponding author), James L Hague (Virginia Commonwealth University)
Year2000
Volume11
Issue1
Pages167-177
Publication date2000-03-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Criminal Justice Education (JOURNAL)
Journal identifiersISSN: 1051-1253 • E-ISSN: 1745-9117
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10511250000084831
OpenAlexW1982657653
LanguageEN
Citations received1
References cited7

This article describes an alternative to the traditional method of administering the comprehensive examination, logically integrated in criminal justice educational program objectives. First, the traditional method of offering the comprehensive examination is evaluated according to its ability to satisfy the educational program goals of developing critical thinking and communication skills together with knowledge of the discipline. Bloom's Taxonomy is used as the paradigm of evaluation. Based upon the examination of available literature and the actual administration of the traditional comprehensive examination at Virginia Commonwealth University, the conclusion is reached that traditional examinations do not test beyond Bloom's first step, knowledge of terminology. The administration of the take-home comprehensive exam is then analyzed as administered at VCU and is found to better serve the educational program objectives of critical thinking and communication skills together with learning knowledge

Bloom's taxonomy · Cognition · Commonwealth · Critical thinking · Final examination · Medical education · Pedagogy · Political science · Terminology · Test (biology · Computer Science · Educational Assessment and Pedagogy · Higher Education Learning Practices · Law · Legal Education and Practice Innovations · Medicine · Psychology

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