Comprehensive+Evaluation

Comprehensive Evaluation p. 11 of http://education.boisestate.edu/cifs/forms/Doctoral_Handbook,2009.pdf The Comprehensive Evaluation is a tool to assess a student once required coursework from the curriculum and instruction and research strands has been completed. Prior to Admission to Candidacy, each student must demonstrate:  ability to synthesize knowledge from the coursework in the doctoral program.  recognition and connection of major ideas and issues as a basis for a scholarly agenda.  the ability to evaluate, generalize, and apply theories as they relate to critical educational issues.  inquiry skills and background knowledge required to proceed with the dissertation.  effectiveness in analyzing educational issues, developing recommendations for policy and/or action, presenting those recommendations, and persuading others of their worth. To accomplish this, in consultation with the program committee, the student will design a rigorous, reasonable, and professionally credible evaluation that includes both written and oral components. There are 3 typical evaluations. First, a student can choose to write a scholarly response to four questions derived from classes. Two of the courses must come from the Curriculum and Instruction strand, one from the Research strand and one from the Cognate strand. The student will have a designated time to respond to these questions (typically 2 to 4 weeks) and then orally defend them. Second, a student can choose to write a review of research suitable for publication, in consultation with his or her program committee. This review of research should incorporate Doctoral Report - 14 readings from the Curriculum and Instruction and Cognate strands. Third, a student may conduct a pilot study. The Comprehensive Evaluation should:  contribute positively to and reflect the student’s development as a scholarly practitioner.  involve the student in activities that require synthesis, evaluation, generalization, and application of knowledge and experience.  engage the student in research and writing activities similar to those that will be required by the dissertation.  include questions the student is asked to answer without notes or reference materials.  include an oral segment that will be open to the public and require the student to present and defend a position on critical educational issues, engage the student in thoughtful discussion of those issues, and assess the student’s ability to present ideas and proposals, and persuade others of the worth of key recommendations. The student must set a timeline for completion of the written work (not to exceed 90 days) and establish a mutually convenient date for the oral presentation and defense. It is the advisor’s responsibility to submit the proposed evaluation plan, including the timeline and date for the oral evaluation, to the Doctoral Program Coordinator. Upon approval of the plan, the student will proceed with preparation. The Doctoral Program Coordinator will notify the graduate faculty at least two weeks in advance of the time, date, and location of the oral evaluation. At the conclusion of the comprehensive evaluation, the committee meets to review the student’s written and oral performance and makes one of three recommendations to the Doctoral Program Coordinator:  proceed to dissertation (agreeing that the student has successfully met all requirements).  take additional course work or independent study (believing there are areas of concern in the candidate’s performance).  be withdrawn from the program (believing that the student’s performance makes successful completion of the doctoral program unlikely). When the admission to candidacy requirements (coursework and comprehensive evaluation) have been successfully completed, the student must file the Admission to Candidacy Form with the Doctoral Coordinator who then submits it to the Graduate College.