Comprehensive Examinations in American Colleges |
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Page 252
... responses of administrators to a number of questions on the administration of comprehensive examina- tions . The lack of uniformity in time allotted the examination is particularly striking for the " honors only " group . TABLE II .
... responses of administrators to a number of questions on the administration of comprehensive examina- tions . The lack of uniformity in time allotted the examination is particularly striking for the " honors only " group . TABLE II .
Page 300
... response 0.5 Medicine 4.4 Other professions 9.3 Majors : No response 24.5 English 24.2 Languages 12.1 Mod . Lang . ( 77 ) * Graduate Work Completed : Classics ( 34 ) None 37.2 Social Sciences 35.7 Less than 1 year 38.9 Hist . and Govt ...
... response 0.5 Medicine 4.4 Other professions 9.3 Majors : No response 24.5 English 24.2 Languages 12.1 Mod . Lang . ( 77 ) * Graduate Work Completed : Classics ( 34 ) None 37.2 Social Sciences 35.7 Less than 1 year 38.9 Hist . and Govt ...
Page 351
... responses , for students were asked to make judgments on the effect of comprehensive examinations on preparation and interest . Since most of the students answered the questionnaire early in their senior year before they had given much ...
... responses , for students were asked to make judgments on the effect of comprehensive examinations on preparation and interest . Since most of the students answered the questionnaire early in their senior year before they had given much ...
Contents
ORIGINS AND PHILOSOPHY OF COMPREHENSIVE | 3 |
Examinations in American Colleges | 12 |
THE TYPES AND LEVELS OF COMPREHENSIVE | 22 |
Copyright | |
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ability allowed alumni American answer appear asked attention attitudes average basis better cent classroom colleges comprehensive examinations concerning conferences considered courses covered critical definite departments desirable devices difficult discussion effective emphasis English entirely essay expected experience expression fact favor feel felt field final final examination frequently give given grades graduate greater Harvard honors honors students important independent indicated individual institutions instruction instructors interest learning least less major material ment method natural objective opinion opportunity oral Oxford particularly possible practice prefer preparation present problems professors questions reading regular reports responses scale scholarship seminar senior significant social standards statements stimulating suggested superior students Table teachers thinking thought tion topics tutor University usually various whole writing written