Moving beyond Comprehensive Exams: Implementing Authentic Assessments to Enhance Doctoral Student Learning

Autor/inn/en	Keenan, K. Mallery; Stewart-Wells, A. Gillian
Titel	Moving beyond Comprehensive Exams: Implementing Authentic Assessments to Enhance Doctoral Student Learning
Quelle	In: Christian Higher Education, 20 (2021) 1-2, S.69-86 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stewart-Wells, A. Gillian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3759
DOI	10.1080/15363759.2020.1851815
Schlagwörter	Doctoral Students; Doctoral Programs; Christianity; Religious Colleges; Performance Based Assessment; Student Evaluation; Benchmarking; Outcomes of Education; Intellectual Development; Religious Factors; Moral Values; Learning Experience; Writing for Publication; Conference Papers; Speeches; Faculty Development; Teaching Methods; Student Attitudes; Literacy; Grants + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Christentum; Leistungsermittlung; Schulnote; Studentische Bewertung; Lernleistung; Schulerfolg; Mental development; Geistige Entwicklung; Moral value; Ethischer Wert; Lernerfahrung; Konferenzmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Grant; Finanzielle Beihilfe
Abstract	This article explores how a Midwestern Christian university's doctoral program aligns an authentic assessment process of evaluation, in lieu of comprehensive exams, with the university's tag line to "Shape Lives that Shape the World." The process of assessing "authentically" comes from the belief that evaluating students on skills they enact outside of the classroom will better reflect what they need to master for their chosen field or vocation. The implementation of the benchmark system of assessments was constructed with intentionality to foster and evaluate growth in six program outcomes, with intellectual ability actualized in a real-world context and to model the values reflected in the Christian faith. Although comprehensive exams, or "comps," are a staple of many 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, literature reviewed on the benefits/challenges of comps reflects a theme questioning the true assessment value of these exams. The authors share examples of how doctoral students have developed/implemented genuine learning experiences that synthesize both the content and skills they learn and practice in their program, while propelling them forward into the field of scholarship. Through these authentic assessments, doctoral students are shaping not only their lives, but also the lives of those they touch through their doctoral work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01