Abstract

Les Miserables: The Impact of Unfavorable Psychology Exam Results and the Redemptive Power of Evidence-Based Instruction

Highlights

  • Completing a master’s or doctoral degree in psychology is a coveted goal, it is only a penultimate accomplishment for select scholars

  • People that have received an unfavorable score on their licensure or certification exam have been the focus of failure analysis; the analyses have been devoted to the study of the differences between academic program models

  • The researchers compared the exam scores of professional school graduates to graduates of a traditional program

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Summary

Introduction

Completing a master’s or doctoral degree in psychology is a coveted goal, it is only a penultimate accomplishment for select scholars. The decisive achievement involves the receipt of a passing score on a state-specific licensure or international certification exam. Earning a graduate degree certainly has a favorable impact on one’s amour-propre, but it is the latter triumph (i.e., passing the exam) that opens the portal to professional practice, preferred employment, and access to benefits commensurate with a graduate’s education, experience, and skill. In consequence, taking an exam is an important professional step for scholars who have made the decision to pursue licensure or certification in psychology. We highlight the cumulative nature of learning, describe the importance knowledge assessment (i.e., via Bloom’s Taxonomy of educational learning objectives), and discuss eight evidence-based instructional strategies to address the needs of diverse learners. The overall intention of this paper is to stimulate conversation about people who have devoted substantial resources to a course of study but failed to achieve a passing score on a licensure or certification exam

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