School Psychology
Doctoral Comprehensive Examination
Revised September18, 2014
The University and Department require a doctoral comprehensive examination covering the major and related fields. The School Psychology Program policy is intended to supplement these policies and provides specific information concerning the format and content of the exam. Students are responsible for being familiar with the University, Department, and School Psychology Program policies on comprehensive exams. The School Psychology Program policy has been integrated into the text of the Department policy (3/26/02, revised 9/18/14) below and is marked in bold.
COMPREHENSIVE EXAMINATIONS FOR DOCTORAL STUDENTS
IN COUNSELING, EDUCATIONAL PSYCHOLOGY AND SPECIAL EDUCATION
University regulations require that all doctoral candidates take comprehensive examinations. The Counseling, Educational Psychology and Special Education faculty believe that it is essential that students receiving Ph.D. degrees from the Department have an understanding of their field beyond that gained in separate courses. The comprehensive exams give students the opportunity to demonstrate their ability to integrate and use information acquired from various readings or courses, as well as to demonstrate their ability to clearly communicate ideas in an acceptable writing style, which reflects good grammar, organization, and composition.
The exams are not meant to measure all of the many qualities that are important requisites of an educator, researcher, or psychologist. The exam is an assessment of each candidate’s understanding of areas of knowledge thought to be important for doctoral level scholarship.
School Psychology. The comprehensive examination provides an occasion that allows students to review and integrate a large fund of educational and psychological knowledge into a meaningful perspective. Typically, students take the comprehensive exam in the Spring semester of their third year. The timing of this process is designed to ensure that students have an adequate base of preparation for the exam and that this preparation does not conflict with the completion of other program requirements. Students must complete at least 80% of their coursework and the apprenticeship project prior to taking the comprehensive exams. The School Psychology Program requires that students successfully complete the comprehensive exam before applying for internships. University regulations specify that students must pass the comprehensive exam prior to holding the dissertation proposal meeting. Comprehensive exams must be passed within five years of the student’s initial enrollment in the program.
I.GENERAL POLICIES AND REQUIREMENTS
A.Policies and Procedures
- Comprehensive examinations are required of all doctoral students after eighty percent of the prescribed coursework has been completed, but within five years from the date the student was admitted to the program.
2.The examinations may not be taken until the candidate’s academic program has been approved and filed with the Student Affairs Office. Failure to do so renders the exam invalid.
3.Students planning to take the comprehensive examination(s) must apply in writing before the end of the registration period. Both new candidates and those retaking part or all of the examination must file the Application for Comprehensive Examination with the Student Progress Review Committee (SPRC) Secretary.
4.Candidates may count courses taken during the term immediately preceding the examination as meeting the requirements that 80% of coursework be completed before taking the exam(s).
5.All examinees are required to attempt all designated exams on the first attempt.
6.All examinees must have submitted the research apprenticeship (Practicum) paper to their committee before taking the comprehensive examinations. Advisor approval of the submission must be received by the SPRC Administrator by August 1 prior to the fall comprehensive exam date; or by December 1 prior to the Spring Comprehensive exam date.
- Students must be registered for classes the semester of the exam. Fall registration is required for the August exam and spring registration for the January exam.
II.COMPOSITION AND DEVELOPMENT
A.Content Areas and Length
Content areas and length of exams are determined at the program level.
School Psychology
The comprehensive exam in School Psychology consists of two parts, Part A School Psychology Knowledge and Part B Specialization, both of which are take-home, open book examinations, that are completed over a 5 day period. Both Parts A and Bare distributed on the first day of the exam and are due on the fifth day of the exam at 4:45 pm. Part A is designed to be completed in less than 8 hours. Part B is completed over 4 days. Students have discretion in how they schedule and allocate their time over the 5 day period.
Students must pass both parts to successfully pass the comprehensive exam (this may occur over multiple administrations if a section needs to be retaken). Parts A and B must both be completed in a single administration unless one section is being retaken. Both parts of the exam are individual assessments; students may not discuss the exam with anyone or seek help from others.
Part A: School Psychology Knowledge
This part of the exam consists of four questions in the following areas linked to the program goals as noted:
- Psychopathology and behavior disorders in children and adolescents (Program Goal 1: Foundational Knowledge)
- Assessment approaches, techniques and issues (Program Goal 2: Professional Practice: Assessment)
- Interventions (Program Goal 2: Professional Practice: Intervention)
- Professional, legal, and ethical issues (Program Goal 4: Professional Conduct)
These questions require students to write in detail about specific areas in school psychology and to synthesize information from courses, practica, and readings. Students may consult library references and materials. Discussion and consultation with individuals are not permitted. Each question is designed to be answered in less than 1.5 hours. Responses to each question should not exceed five double-spaced pages in length (12 font).
Part B: Specialization Question
For Part B, students provide an in-depth response to an integrative question pertaining to their research specialization (Program Goal 3: Research and Inquiry). Each examinee will answer a different question. Students may consult library references and materials. Discussion and consultation with individuals are not permitted. Students will prepare a response that is not more than 15 double-spaced pages in length (12font). References must be attached but are not part of the 15 page limit.
B.Examination Procedure
Examinations in each area are written and evaluated by the faculty of the interest area. When there are few regular faculty available or an unusually large number of candidates to be examined, one or more qualified faculty from other areas may be added to the area faculty.
The SPRC Program Representative will coordinate the preparation of final copies of examination questions and the administration of the examination.
III.ADMINISTRATION
A.Scheduling of Examinations
Fall comprehensive exams are given during the week before classes begin. Spring comprehensive exams are given during the week in which classes begin.
B. Procedures for On-Site Exams
If the student comes into the examination room and receives a copy of the examination and then leaves without answering the exam question, he/she will be considered to have failed that part of the examination, and this attempt will be recorded and counted.
Once students enter the designated exam room, they will only be permitted to leave for lavatory needs, until the exam session has been completed. Students must consult the room proctor for other needs/arrangements.
Foreign-language dictionaries are permitted. Unless special arrangements have been made in advance and in writing with the SPRC chair at the time of application, no other books, notes, resources or personal effects are permitted (except for a laptop computer, as noted below). Consult your individual program comprehensive exam policy for additional regulations.
The purpose of this procedure is to minimize distractions in the testing room. The proctor has the authorization to request the removal of any items.
Students with special needs requiring special arrangements should see the SPRC Chair at the time of application for the exam.
C. Procedures for School Psychology Take-Home Exams
Part A: School Psychology Knowledge and Part B, Specialization
Students will be sent both Part A and B by emailby 8 a.m. on the first day (Monday) of the exam. The responses are due back to the administrator on Friday of the exam week at 4:45 p.m.
IV.STATEMENT OF ETHICAL PRINCIPLES AND PRACTICES
To ensure the security and integrity of the examination process, it is expected that students and faculty will abide by the procedures in Attachment 1: Academic Honesty and Ethical Principles and Practices.
V.SCORING AND EVALUATION
A.Scoring
Scoring procedures are set at the program level.
School Psychology Scoring Procedures (clarified, 5/9/07; revised 10/14/08)
Scoring. Each response to a question will be read and scored by 2 faculty members. Responses to each question will be evaluated independently using the following 5-point scale:
1 (Poor)2 (Weak)3 (Adequate)4 (Good)5 (Outstanding)
The four questions in Part A will be graded without knowledge of the identity of the examinee. Students must obtain a score of 3 or higher on each question from each of two raters to Pass. For Part A, all four questions must receive a score of 3 or higher from each of two raters to Pass this section. Similarly, for Part B, students must obtain a score of 3 or higher from each of two raters to Pass. The results will be determined separately for Part A and Part B. Average scores will no longer be computed across raters or questions as a basis for determining the outcome of the exam.
Scoring Discrepancies
Raters will meet to discuss their scores when:
A question receives one score that is below 3 and another score that is 3 or higher (e.g. 3 and 2, 5 and 2).
Raters may adjust their score after discussion or leave them unchanged. If the scores stand and the discrepancy remains, then a third rater who has not been informed of the scores will grade the exam. If two out of the 3 ratings are 3 or higher, then the question is a Pass.
Exam Outcomes
Results of the exam will be available from the faculty advisor after CEPSE faculty have approved the scores, approximately one month after the end of the examination.
If a question receives scores that are less than 3 on either Part A or Part B, then students Fail that section and must retake that part again. If they fail both parts, then the exam must be taken again in its entirety. The comprehensive exam may be retaken twice (see below, V.C.). A special vote of the faculty is required for additional retakes.
Part A: General School psychology Knowledge, 4 Questions / Part B: Specialization Question / Outcome>3 on all 4 questions / Pass / >3 / Pass / Pass
<3 on 1 or more questions / Fail / >3 / Pass / Re-take Part A only
>3 on all 4 questions / Pass / <3 / Fail / Re-take Part B only
<3 on 1 or more questions / Fail / <3 / Fail / Re-take Part A and B
Note: Each rater’s score is reported for each question. Scores are not averaged across raters or questions.
B.Reporting and Interpreting Results
The SPRC Chairperson reports examination results to a meeting of the faculty, following which results are available from the advisor. It is the responsibility of the advisor to go over student responses and the raters’ comments with students requesting such a review.
Comprehensive results will be reported not later than 30 days following the last day of the examination period.
C.Retakes (rev. 4/26/99)
A plan of study must be written for any student who fails an examination. This plan must be approved by the advisor and the student’s GuidanceCommittee in consultation with faculty who represent the failed areas of the examination. Such a plan might include additional coursework, guided readings, tutoring,and practice in writing answers to previous exams, and must include a time line for completion. This plan must then be submitted to and approved by the SPRC. Successful execution of the approved Study Plan is a matter of shared responsibility among the student, the advisor, and the Guidance Committee. The Guidance Committee must attest to the completion of the Study Plan three weeks prior to the retake attempt (see Study Plan Chronology below). No more than two retakes will be allowed unless the retake and the plan of preparation are authorized by a vote of 80% of the faculty present and voting at a CEPSE Department meeting.
Study Plan Chronology
Weeks Prior To Intended
Retake Examination DateAction
more thanStudy Plan developed with Guidance Committee in
11 weeks consultation with faculty involved in failed areas of the exam.
11 weeksFinal Date for Study Plan Approval by Guidance Committee
10 weeksFinal Date for Study Plan Approval by SPRC
3 weeksGuidance Committee Reviews/Endorses Study Plan
Completion
3 weeksSPRC verifies Guidance Committee Endorsement of
Completed Study Plan
School Psychology Retakes
It is department policy that students must take all parts of the exam that they have failed in one administration. The procedures for retaking Part A only, Part B only, or both Parts A and B are as follows:
Part A and B.Students will be sent both Part A and B by email by 8 a.m. on the first day (Monday) of the exam. The responses are due back to the administrator on Friday of the exam week at 4:45 p.m. (See II A and III C)
Part A Only. When retaking only Part A, all 4 questions must be completed. Students will be sent Part A by email by 8 a.m. on the first day (Monday) of the exam. The responses are due back to the administrator on the second day (Tuesday) of the exam week at 4:45 p.m.
Part B Only. Students will be sent Part B by email by 8 a.m. on the first day (Monday) of the exam. The response is due back to the administrator on the fourth day (Thursday) of the exam week at 4:45 p.m.
VI.STUDY AIDS
A.Reading Lists
Reading lists are developed and distributed at the program level. The reading lists are not prescriptive, but the books and articles listed represent, in the faculty’s judgment, the breadth and content of the area.
B.Coursework
Questions on the exam are not limited to the content of particular courses. The student’s understanding of an examination area is expected to be greater in breadth and depth than that generally required of a particular course in that area.
C.Sample Questions
Copies of old comprehensive exam questions may be borrowed from the SPRC Secretary. The School Psychology program will make available model answers from selected previous exams.
D.Individual Preparation
The coursework and reading throughout the doctoral program provide general preparation for comprehensive examinations. It is also expected that students will reduce their coursework prior to and during comprehensives, allowing three to six months for more intensive, critical study.
E.Study Groups
Informal study groups, arranged by the candidates themselves, are considered to be the most efficient and pleasurable means of preparation. The methods of these groups vary, but critical discussion of concepts, methods, applications, and issues encountered in reading is often profitable. Posing questions to one another to be answered in writing and critically reviewing the answers is another technique that some groups have found useful in preparation for comprehensive exams. The SPRC Secretary maintains a list of students who have expressed an interest in forming a study group.
F.Writing Hints
There are no infallible guides to good writing; however, students taking comprehensive examinations are expected to demonstrate sufficient mastery of language and writing skills to communicate intelligently and effectively with other professionals. Answers to the comprehensive examination questions should model the organization, directness, clarity of expression, and quality of analysis that one typically expects from an educated and disciplined person.
Students may want to review the following five suggestions before taking comprehensive exams.
1.Answer the question that is asked. It is crucial that one carefully reads the verb in the instruction.
Students under stress will sometimes try to write down everything they know in a general subject area rather than addressing themselves directly to the specific question asked in the examination. While evaluators are concerned with assessing the extent of a student’s knowledge in a particular content area, they are more concerned with the student’s capacity to use, focus, and manipulate that knowledge to respond directly to the specific question asked.
2.Work from a suitable design.
Timing: Since students taking comprehensive exams are subject to time limitations in devising their answers, students should attempt to plan for the most effective utilization of the time available. Such planning requires that the students make some assessment of the task before them, break the task down into its component parts, and make appropriate time allocations for each component.