Abstract
This article describes an alternative to the traditional method of administering the comprehensive examination, logically integrated in criminal justice educational program objectives. First, the traditional method of offering the comprehensive examination is evaluated according to its ability to satisfy the educational program goals of developing critical thinking and communication skills together with knowledge of the discipline. Bloom's Taxonomy is used as the paradigm of evaluation. Based upon the examination of available literature and the actual administration of the traditional comprehensive examination at Virginia Commonwealth University, the conclusion is reached that traditional examinations do not test beyond Bloom's first step, knowledge of terminology. The administration of the take-home comprehensive exam is then analyzed as administered at VCU and is found to better serve the educational program objectives of critical thinking and communication skills together with learning knowledge.
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