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.

摘要

本文探讨了中西部基督教大学的博士课程如何将真实的评估过程（而不是全面的考试）与大学的标语“塑造塑造世界的生活”相结合。进行“真实”评估的过程源于这样的信念，即相信对学生在课堂上所表现出的技能进行评估会更好地反映出他们为所选领域或职业所需要掌握的知识。评估基准系统的实施是有意构建的，目的是促进和评估六个计划成果的增长，并在现实世界中实现知识能力，并对基督教信仰中体现的价值进行建模。尽管综合考试或“综合考试” ”是许多博士课程的主要内容，目的是让学生表达对材料的理解，综合学习并将其应用到他们的研究领域中，有关comp的优点/挑战的文献综述反映了一个质疑真正评估的主题这些考试的价值。作者分享了一些博士生如何发展/实施真正的学习经历的例子，这些经历综合了他们在课程中学习和实践的内容和技能，同时又将他们推进了学术领域。通过这些真实的评估，博士生不仅在塑造他们的生活，而且还在塑造他们通过博士工作接触的人们的生活。有关补偿的好处/挑战的文献回顾反映了一个质疑这些考试的真正评估价值的主题。作者分享了一些博士生如何发展/实施真正的学习经历的例子，这些经历综合了他们在课程中学习和实践的内容和技能，同时又将他们推进了学术领域。通过这些真实的评估，博士生不仅在塑造他们的生活，而且还在塑造他们通过博士工作接触的人们的生活。有关补偿的好处/挑战的文献回顾反映了一个质疑这些考试的真正评估价值的主题。作者分享了一些博士生如何发展/实施真正的学习经历的例子，这些经历综合了他们在课程中学习和实践的内容和技能，同时又将他们推进了学术领域。通过这些真实的评估，博士生不仅在塑造他们的生活，而且还在塑造他们通过博士工作接触的人们的生活。同时推动他们进入学术领域。通过这些真实的评估，博士生不仅在塑造他们的生活，而且还在塑造他们通过博士工作接触的人们的生活。同时推动他们进入学术领域。通过这些真实的评估，博士生不仅在塑造他们的生活，而且还在塑造他们通过博士工作接触的人们的生活。