respective theory. Analyze the implications for scholars who are studying these concepts in organizations today and for organizational leaders.
The comprehensive examination evaluation criteria/grading rubric
is designed to guide learners as they develop their
There are two parts to the comprehensive examination evaluation criteria/grading rubric:
PART 1: Focus on Thinking (Content) Content and Focus refers to the completeness and appropriateness of the written responses to the questions for the comprehensive
examination. Adequate content is central to the response. The learner needs to display the knowledge and ability to analyze extant literature as a foundation for
designing, conducting and writing about original empirical research in the dissertation. Thus “content and focus” is based on a review and analysis of relevant peer-
reviewed scholarly literature.
Depending on the nature of the question, historic, contemporary or emerging studies should be discussed to demonstrate fluency with key concepts and knowledge of
scholarship from diverse theorists and researchers. The comprehensive examination readers will be looking for clarity in the responses to the specific questions asked.
Analysis and Critical Thinking refers to a thorough investigation, analysis, and evaluation of the literature and key concepts covered. The comprehensive examination
readers will be assessing the thoroughness of the discussion of the issues, relationships, and consistency in the arguments of various authors. Learners should display
a deep understanding of the theory in the analysis and related discussion.
Logic and Flow refers to the presentation of a written response that articulates a cohesive discussion of theory and related practice in a clear manner for the reader.
The discussion will be presented with appropriate content and transition statements that allow the comprehensive examination readers to follow the writer from idea to
idea. A coherent progression should be evident from the positions take in the introduction, through well-researched supporting points in the body, to the conclusion.
PART 2: Focus on Communicating Ideas (Mechanics)
Structure and Organization refers to the development of the written response from the introduction through the conclusion. Well-organized structure allows the reader
to perceive the logic and flow of the essay. Identifying the main ideas and moving consistently from point to point throughout the responses contribute to good
organization. The comprehensive examination
readers will attend to how ideas are linked from the beginning of the response to the end to create a thorough understanding for the reader. Writing Style refers to
the choice of an appropriate professional tone and vocabulary for the audience of the written examination.
APA Format refers to the formatting conventions for all aspects of the comprehensive examination document including citations and references. All of University’s
schools have adopted the APA 6th edition style as the preferred formatting convention for all scholarly work, including the comprehensive examination. Learners should
consult the APA Publication Manual and review material on APA Style and Formatting for more information on the APA style guidelines.
Grammar, Usage, and Mechanics refer to the conventions of English grammar and usage. The comprehensive examination readers will assess appropriate grammar, usage, and
mechanics in the written responses.
A multi-point rating scale is used for scoring the comprehensive examination evaluation criteria/grading rubric. The Thinking (content) part comprises 60 percent of
the total score, while the Communication (mechanics) part makes up 40 percent of the total score. The categories in the Focus on Thinking section “weigh” twice as much
as those in the Focus on Communicating Ideas section. That is, each of the three Thinking categories is evaluated on a ten-point scale from Unacceptable (2 points) to
Strong (10 points), with 2-point increments between adjacent categories. Each of the four Communication categories, on the other hand, is evaluated on a 5-point scale
from “Unacceptable” (1 point) to “Strong” (5 points), with a 1-point increment between adjacent categories. The maximum score on the comprehensive examination is 50
points (30 for Thinking and 20 for Communication), and the minimum is 10 points (6 for Thinking, and 4 for Communication).
The score for each of the comprehensive examination responses is obtained by adding the total scores assigned to the seven categories in the Thinking and Communication
sections. A total of 30 points or more (out of a total 50 points possible) is considered a passing score for each comprehensive examination response.
Readers will have 7 calendar days to grade the learner’s comprehensive examination. In each case
the comprehensive examination facilitator will have an additional 1-3 calendar days to process the evaluation results. The evaluation of the comprehensive examination
is a double-blind process such that the names of the readers are not provided to the learner and the learner’s name is not provided to the readers. The comprehensive
examination facilitator will in a timely manner collect the comprehensive exam reader evaluations using the comprehensive examination Summary Evaluation Form
The optional final comprehensive review is:
• An opportunity for the learner to expand and clarify some of the ideas expressed in the comprehensive examination,
• A developmental learning opportunity for the learner to practice and develop verbal communication skills in an academic context,
• A chance to explore possibilities for growth and development through the learner’s dissertation, and
• A celebration of the learner’s success in the examination.
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