Oral Comprehensive Exams: Lessons on the Assessment of Student Achievement of Program Learning Outcomes at the U.S. Army War College

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May 23, 2021 — ARLINGTON, Va. – The National Guard’s U.S. Capitol security mission to support the U.S. Capitol... MORE

National Guard Soldiers provide security outside the U.S. Capitol during the 59th Presidential Inauguration Jan. 20, as part of the National Guard’s Capitol Response security mission.

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Capt. Tyler Wistisen, left, 1st Lt. Michael Flury and Capt. Tana Gurule were honored by the Veterans of Foreign Wars with the Life Saving Award at the Clark County Armory in Las Vegas May 14, 2021. While in the nation's capital in January supporting the presidential inauguration, the Soldiers assisted a Virginia woman injured in a car crash.

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Military awards worn by a District of Columbia Army National Guard Soldier in Washington, D.C., March 10, 2021, include the D.C. National Guard Presidential Inauguration Support Ribbon on the bottom right. The ribbon is authorized for award to National Guard members from any state, territory or the District of Columbia who supported the 59th presidential inauguration on Title 32 orders.

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U.S. Army Sgt. 1st Class Carl Mattonen stands with his daughter, Spc. Carlie Mattonen, both with Forward Support Company, 107th Engineer Battalion, Michigan National Guard, near the U.S. Capitol in Washington Feb. 26, 2021.

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Soldiers from the Michigan National Guard’s Forward Support Company, 107th Engineer Battalion, based in Marquette, and the 177th Military Police Brigade, based in Taylor, join other Soldiers in food distribution at the U.S. Capitol Feb. 7, 2021. The National Guard is supporting law enforcement in the nation's capital through mid-March.

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1st Lt. Darren Tanis, executive officer of the Michigan Army National Guard’s 1433rd Engineer Company, based in Fort Custer, Michigan, stands near the U.S. Capitol in Washington Feb. 3, 2021. The National Guard is supporting federal law enforcement in the nation's capital through mid-March.

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Australian Army Capt. Dustin Gold, a reserve officer from the Royal Australian Artillery 9th Regiment, participates in a Reserve Forces Foreign Exchange Program with D.C. National Guard in Washington D.C., Jan. 23, 2021.

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Oral Comprehensive Exams: Lessons on the Assessment of Student Achievement of Program Learning Outcomes at the U.S. Army War College

Air University Public Affairs

Dec. 7, 2023 | 14:28

Christopher Hickey, Ph.D., Brett Weigle, Ed.D., & Matthew Woessner, Ph.D.

Strategic guidance, including The Joint Chiefs of Staff Vision and Guidance for Professional Military Education and Talent Management and Department of Defense Instruction 1322.35, Military Education, has emphasized the importance of high-quality assessment of student learning and program effectiveness. Establishing an appropriate process and criteria for measuring adult educational success has long been a critical challenge for educators (Harnett and Willingham, 1980). Research suggests that comprehensive examinations have been helpful for assessment in at least one military education institution (Collins, Welch, and Martin, 2020). The U.S. Army War College resident education program administers an individual oral comprehensive exam as one of several means to assess student achievement of six Program Learning Outcomes (PLOs).

The presentation will first review the PLOs, how the examination seeks to assess their achievement, and critical lessons learned from the exam’s evolution intended to implement best practices in assessment, including authentic assessment (Wiggins 1989, 1998). It will then discuss findings from regression analysis and a review of student and faculty surveys to address four questions. First, what is the relationship between course grades and comprehensive exam grades? Second, what is the relative strength of the six PLOs in influencing comprehensive exam grades? Third, do the exam grades provide evidence that students in specialized programs experience better outcomes in achieving the PLOs? Fourth, is there evidence of changes in overall outcomes related to changes in the curriculum? Initial work suggests that course grades and comp exam grades are correlated, that the strategic communication PLO has the most substantial impact on comprehensive exam grades, and that there is evidence of greater achievement of program learning outcomes in some specialized programs. The findings may be limited by the degree of subjectivity inherent in grading. The lessons and findings will be helpful to institutions considering options to improve assessment practices.