Assessing Doctoral Students: A Background on Comprehensive and Authentic Assessments

Abstract

Comprehensive exams, or “comps,” are a staple of doctoral programs as a way for students to express their understanding of material, synthesize their learning, and apply that learning to their fields of study; further, comps are deemed a rite of passage prior to advancing to the dissertation stage of the doctoral degree. Literature reviewed on the benefits/challenges of comps reflects a theme questioning the fidelity of the exams. Does a high-stakes test reassure doctoral faculty that the doctoral student has the content capacity expected of one earning a doctorate? Are comps an indicator of successful navigation through the dissertation process? This article reflects an authentic assessment process of evaluation that has successfully been instituted within a doctoral program as well as the benefits/challenges of these assessments in lieu of traditional comps. Further, we share examples of how doctoral students have developed/implemented genuine learning experiences that synthesize both content and skills they learn/practice in their program, while propelling them forward into the field of scholarship.

Keywords:

• Comprehensive exams
• authentic assessments
• doctoral evaluation

Additional information

Notes on contributors

A. Gillian Stewart-Wells

A. Gillian Stewart-Wells is the Provost and Chief Academic Officer at Judson University in Elgin, Illinois. She is the former Director of the Doctor of Education in Literacy Program at Judson. Her research focus pertains to higher education administration, particularly as it relates to justice and equity.

K. Mallery Keenan

K. Mallery Keenan is currently an English as a Second Language teacher for Community Consolidated School District 59 in Illinois. Prior to teaching English Learners, Dr. Keenan served as a middle school literacy coach and learning specialist. She is the founder of the 501(c)(3) nonprofit A to Z Literacy Movement, and her research focus is centered around international professional identity development.