Study Guide for Comprehensive Exam
Department of Curriculum, Teaching & Educational
Leadership
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The purpose of the comprehensive examination in the Secondary Education program area is three-fold: (1) it allows candidates to demonstrate the knowledge necessary to successfully apply educational concepts; (2) it helps ensure that candidates who successfully complete the program have firm grounding in areas that directly affect the learning of students; and, (3) it measures the candidate’s ability to draw on and go beyond the educational literature and synthesize this information to form a reasoned argument about educational issues. This guide is designed to help the candidate prepare for the M.Ed. Comprehensive Examination in Secondary Education.
Preparation for the Examination
Tips for studying for the exam:
1. Most candidates perform better when they don’t try to memorize answers verbatim. You may waste valuable time and become anxious when you cannot retrieve a specific word or phrase. Instead we suggest you outline each answer including the key points, examples, and references, then practice filling in the narrative. You may want to record your outline in your bluebook at the time of the exam.
2. Candidates have found it useful to conduct a mock exam (i.e., put example questions in a hat, pull out two and answer, take a break and then pull out two more). The more familiar you are with the process, the more comfortable and less anxious you will become.
3. Prepare an annotated bibliography (see example, p. 8) organized on a question-by-question basis (complete citation according to APA citation format) to use during the exam. You must provide legitimate sources/references (at least three per question) in APA citation format [for example, Jones (1999) studied the effects…; or, …It has been found that the effects of negative reinforcement can be detrimental to the learning process (Jones, 1999)]. Class lecture notes are not acceptable sources – you must identify the original source of the information. Your textbooks are excellent resources as well as documents from the course packs, handouts and journal articles. In addition, there is a useful reference list attached at the end of this document. Do not list your references at the end of each question. They are to be listed on a separate reference page.
4. Form study groups or partnerships with others preparing for the exam to answer practice questions and provide feedback on themes and emphasis areas.
5. Be sure to get plenty of sleep and have a good breakfast before taking the exam!
Format of the Examination Go to Top
You will be asked to complete FOUR essay questions. You could have four single questions OR you could be asked to choose questions from sets of essay questions. You will want to show that you have current knowledge of educational issues, and you will want to incorporate your personal philosophy in your answers. Candidates will have 4 hours to complete the exam. It is up to the candidate to allocate the time spent on each question. We suggest no more than 1 hour per question. Questions require the synthesis of information from a variety of sources (i.e., personal experiences, knowledge obtained from your courses, at least three authoritative sources, etc.).
Secondary Education candidates will
take the exam in the
Evaluation of the Examination Go to Top
The grading process for the comprehensive exam is blind. Only a randomly chosen number identifies candidate papers. Readers do not know the grade assigned by other readers. Professors in the Secondary Education program area will read each question in accord with the attached rubric and assign a pass/fail grade. The reader will evaluate each question for (1) thoughtfulness of response [5 points], (2) responsiveness to question asked [5 points], (3) content [5 points], (4) effectiveness of argument [5 points], (5) clarity of communication [5 points], and (6) style [5 points]. Based on the candidate’s overall performance on the four questions answered, faculty will assign an overall pass or fail score. A candidate must receive a minimum of 3 points in each of the 6 categories listed above to pass the question. If a candidate fails any one of the 4 questions, he/she will not be considered to have successfully passed the comprehensive exam. If a candidate is unsuccessful with any question, he/she must enroll in EDU 534 Independent Research the next semester in order to highlight and reinforce weak areas and better prepare to answer the question(s) for which they were unsuccessful.
Four professors will read each exam. If at least two faculty readers assign a grade of “Pass” for all four questions, the candidate will be judged to have passed the examination. If at least three faculty readers assign a grade of “Fail” for any one of the four questions, the candidate will be judged to have failed the examination.
At 9:00 a.m., the exam session will
begin in the
There are no scheduled breaks during the examination session. The candidate may take a break when it is necessary. When leaving the room for a break, the student must give the testing materials to the proctor and will receive them back when returning to the testing area. Dictionaries and APA style manuals will be made available for use by candidates. Candidates may only bring with them for use during the exam an annotated bibliography (4 pages maximum). No other materials or equipment is required except a pen or pencil. The necessary lined paper and disks are provided. Any materials, including purses, must be placed in a designated area (by the proctor) before the examination begins. No food or drink is allowed in the testing area.
Time Management Tips
Go to Top
1. Read all four questions first.
2. Jot down ideas for all four questions. Write down the first ideas that come to mind.
3. Outline all four questions on the paper provided.
4. Limit yourself to 1 hour per question including time to proofread and make changes.
1. Responses will be typed using the Microsoft Word word processing program.
2. Responses should be grammatically correct and contain no punctuation or spelling errors.
3. Responses should be logically organized.
4. Factual knowledge should be correct.
5. Responses should answer the question directly. Responses composed of a summary of general area knowledge (a brain dump) will be unacceptable.
6. Each response should cite at least three (3) reference sources.
Unsuccessful Completion of the Examination Go to Top
Candidates who fail the examination may retest at the next examination administration ONLY if the candidate has successfully completed their requirements in EDU 534 Independent Research during that semester. If a candidate fails the examination twice, he/she will be given a third try to pass appropriate questions in the examination. Should the candidate fail for a third time, the Department Chair and Dean will review the candidate’s record to determine if the candidate should continue in the program.
The areas of emphasis on the comprehensive exam are based around the five themes that have structured your graduate program in Secondary Education:
In your program, you have obtained a broad overview of education, teaching and schools. You’ve gained insights into the historical, philosophical and social foundations of the educational enterprise and you have received an orientation to professional education and the code of ethics and laws that govern the practice of education. You’ve also learned that educational discourse about other people’s children differs from discourse about your own and that educational outcomes for children vary radically depending on the power of their parents. Consequently, you have considered multiple perspectives on learning and teaching and what it means to learn and/or teach the “other” and have achieved a greater awareness of issues of multiculturalism. Now you will be asked to reconsider the perspectives gained to help us assess your knowledge of seminal educational concepts.
You have explored the processes typically used in education to assess student learning. This process has considered writing instructional objectives; deciding which type of tests/activities assess student acquisition of these objectives best; constructing test and/or performance assessments that give reliable data on how students have met the instructional objectives; and, designing evaluative instruments (e.g., paper-and-pencil tests, rubrics, checklists, etc.) to obtain data to make decisions about student learning. You have also learned and used measures of central tendency (e.g., mean, median, mode, standard deviations, z scores, T scores, etc.) to gain proficiency in using classroom evaluative data to make meaningful evaluations of student progress. You’ve learned about criterion-referenced and norm-referenced assessments. Now you will be asked to reconsider the insights gained here and through other readings to make arguments to show that you understand not only the mechanics of classroom assessment, but also its philosophy; value; and limitations as well.
Using Computer Technology
in the Classroom
The world becomes more technologically
advanced with each passing day. The
strides in technology are tremendous and no one is shielded from the daily
affects of advances in technology, including teachers in schools. Whether pro, con or indifferent, the teacher
must acquire computer skills to function effectively in today’s classroom. You have learned how to use computer hardware
(e.g., digital cameras, Smart Boards, etc.)
and software (e.g., word processing programs,
spreadsheets, PowerPoint, etc.) to aid in the delivery of classroom
instruction. Some of you will choose to
bring the computer into your classroom, whereas others of you will be forced to
bring it to your classroom. But all of
you will ultimately have one thing in common:
a desire (or command) to understand how the computer will help you in
your professional lives. You have not
been concerned with programming, fascination with equipment for equipment’s
sake, or the memorization of historical facts.
Rather, you have focused on application software as a solution to a
productivity problem in instruction; obtained a better understanding of the
selection and use of equipment; and acquired an appreciation of the development
of computing and the application of the computer as a problem-solving
tool. You are now asked to use what
you’ve learned to consider how to apply the computer to solve problems in the
classroom, how to infuse the computer into the curriculum and how to integrate
it into your professional lives. You will
also be concerned with issues of equity.
African Americans and Hispanic Americans are lagging far behind the rest
of the
Using Research Methods
in Teaching & Learning Go to Top
The Master of Education degree is not a research degree; rather, it is a professional degree. While you are not required in this degree program to gain skills in researching and formulating a theoretical problem that you extensively research, collect, organize and collate quantitative and/or qualitative data to ultimately solve the problem and contribute to the theoretical body of knowledge in education, you are required to gain knowledge and skills in how to research and solve practical problems in education through the use of research methods, and how to use available research to solve practical problems. You have learned how to define a researchable problem, establish research goals, choose statistical and/or qualitative methods of gathering data, collect the data, and draw conclusions based on the data. You are now asked to use your knowledge of research methods and pedagogy in your teaching field to set up a research design to solve a practical problem in classroom learning and teaching.
The Inclusion
of Special Needs Children in Regular Classrooms
Integrating students with special needs into regular classrooms is becoming increasingly more apart of the national educational reform agenda. This concept of inclusion is most apparent in the No Child Left Behind legislation enacted by the Bush administration. You have become keenly aware of the variety of special needs children mandated by law to be integrated into regular classrooms and the necessity to provide learning opportunities tailored to the needs of each child. You have wrestled with feelings of utter despair at times, but have gained some hope in learning interventions, strategies and adaptations that will help you define and meet the learning and social needs of special needs children in the mainstream of your classroom. You are now asked to use this knowledge to show that you can devise and implement plans for the inclusion of mild but varying disabilities into your regular education classroom.
Master of Education Program in Secondary Education
Comprehensive
Examination Evaluation Sheet
Question #: Student #: Score
Below are the criteria that will be
used for assessing comprehensive examination responses. Please rate and comment on the examination
response according to each of the criteria.
Note that a candidate must achieve a minimum rating for each criterion
in order to pass.
1. Thoughtfulness of response (5 points, minimum for
pass: 3 points)
Is the candidate trying to make an
argument of his or her own that draws on, but goes beyond reporting or
synthesizing, the literature? Are terms
critical to understanding the response clear?
Comments:
2. Responsiveness to question asked (5 points, minimum
for pass: 3 points)
Does the response demonstrate clear
understanding of the question? Does it
address all parts of the question? Comments:
3. Content (5 points, minimum for pass: 3 points)
Does the response demonstrate a clear understanding of the
subject matter knowledge? Is more than a
superficial understanding evident? Comments:
4. Effectiveness of argument (5 points, minimum for
pass: 3 points)
Does the argument follow a logical
development? Is the evidence provided
adequate to support the argument? Does the
author make clear how the referenced works support the argument? If appropriate, does the candidate anticipate
and address counter-arguments to his or her position? Are complimentary issues or perspectives
considered? Comments:
5. Clarity of communication (5 points, minimum for
pass: 3 points)
Is the response comprehensible? Is there an introductory paragraph that
prepares the reader for the argument that follows? Does the author’s use of linguistic
conventions (grammar, syntax, organization) and of language enable the reader
to follow the argument? Comments:
6. Style (5 points, minimum for pass: 3
points)
Does the response adhere to the APA style
format? Is a reference page included
with references listed in APA style? Comments:
TOTAL