Program Outcome 1= Unacceptable 2=Emerging 3=Proficient 4=Exemplary Argosy University M.A. Forensic Psychology Comprehensive Exam Rubric (2017) Psychological Theory and Practice Triage/Assessment The student had difficulty identifying the client’s problems. The student did not recommend evaluation of the client’s mental status or assessment for danger to self or others. Recommendations for psychological assessment may have been addressed, however, specific assessment instruments and/or issues were not considered. The student demonstrated limited understanding of the client's problems. The student recommended some type of evaluation to determine whether the client was a danger to himself or others. Recommendations for specific instruments may have been addressed; however, they appear to have been chosen as a general psychological battery rather than to specifically determine the client’s level of functioning. The student demonstrated an understanding of the client’s problems and how they might be impacting his ability to function. The student recommended evaluation of the client’s mental status and discussed the need to assess for suicidality, homicidality, psychosis, and current substance use. The student also recommended that additional psychological assessment may be warranted. The student clearly identified and operationally defined the client’s problems and how they might be impacting his ability to function. The student recommended evaluation of the client’s mental status and discussed the need to assess for suicidality, homicidality, psychosis, and current substance use. The student also recommended that additional psychological assessment may be warranted that encompasses the potential biopsychosocial contributors to .the problem(s) (cognitive functioning, personality, career, familial relationships, etc.) Psychological Theory and Practice Diagnostic Impression The student did not provide specific information about diagnostic impressions. The student’s responses did not utilize the information presented in the case vignette nor did the student present any diagnoses that he/she would want to rule out. The student was able to reference information from the clinical vignette which may be of concern; however, his/her diagnostic impressions were not fully developed. Instead, the student’s responses indicate that he/she only looked at pieces of the client’s behavioral and emotional functioning (e.g., did not look at the information as a whole and did not look at how the symptoms interact). The student was able to identify at least one appropriate diagnostic impression and supported it with the client’s symptoms. The student demonstrated adequate problem-solving strategies to determine differential diagnostic impressions The student provided a differential diagnostic impression process including additional (missing) information needed to either rule out or confirm the diagnostic impression. The student wa.

1. Program Outcome
1= Unacceptable
2=Emerging
3=Proficient
4=Exemplary
Argosy University
M.A. Forensic Psychology
Comprehensive Exam Rubric
(2017)
Psychological Theory and Practice
Triage/Assessment
The student had difficulty identifying the client’s problems.
The student did not recommend evaluation of the client’s mental
status or assessment for danger to self or others.
Recommendations for psychological assessment may have been
addressed, however, specific assessment instruments and/or
issues were not considered.
The student demonstrated limited understanding of the client's
problems.
The student recommended some type of evaluation to determine
whether the client was a danger to himself or others.
Recommendations for specific instruments may have been
addressed; however, they appear to have been chosen as a
general psychological battery rather than to specifically
determine the client’s level of functioning.
The student demonstrated an understanding of the client’s
problems and how they might be impacting his ability to
function.
The student recommended evaluation of the client’s mental

2. status and discussed the need to assess for suicidality,
homicidality, psychosis, and current substance use.
The student also recommended that additional psychological
assessment may be warranted.
The student clearly identified and operationally defined the
client’s problems and how they might be impacting his ability
to function.
The student recommended evaluation of the client’s mental
status and discussed the need to assess for suicidality,
homicidality, psychosis, and current substance use.
The student also recommended that additional psychological
assessment may be warranted that encompasses the potential
biopsychosocial contributors to .the problem(s) (cognitive
functioning, personality, career, familial relationships, etc.)
Psychological Theory and Practice
Diagnostic Impression
The student did not provide specific information about
diagnostic impressions.
The student’s responses did not utilize the information
presented in the case vignette nor did the student present any
diagnoses that he/she would want to rule out.
The student was able to reference information from the clinical
vignette which may be of concern; however, his/her diagnostic
impressions were not fully developed.
Instead, the student’s responses indicate that he/she only looked
at pieces of the client’s behavioral and emotional functioning
(e.g., did not look at the information as a whole and did not
look at how the symptoms interact).
The student was able to identify at least one appropriate
diagnostic impression and supported it with the client’s
symptoms.
The student demonstrated adequate problem-solving strategies
to determine differential diagnostic impressions

3. The student provided a differential diagnostic impression
process including additional (missing) information needed to
either rule out or confirm the diagnostic impression.
The student was able to identify one or more appropriate
diagnosic impressions and supported them with the client’s
symptoms
In alignment with the current DSM, the student determined the
diagnostic impression by applying a systematic strategy of
differential diagnoses.
The student provided a summary of additional information that
would be necessary to confirm or rule out provisional diagnostic
impressions.
The student showed an awareness of cultural and forensic issues
that may affect the diagnostic impression.
Legal Theory and Application
Theoretical Formulation
Student did not recommend a specific therapeutic formulation to
explain the background, current presentation, and behavior of
the client in the vignette.
Student did recommend a specific therapeutic treatment
approach however, had difficulty describing how the approach
applied specifically to the client in the vignette.
Student recommended using a specific therapeutic treatment
approach.
Student demonstrated a sufficient understanding of the theory
and the treatment approach.
The student’s theoretical formulation included material related
to victim or offender psychology.
Student recommended utilizing a theoretical formulation.

4. He/she was able to demonstrate an advanced understanding of
the theoretical orientation(s) that he/she chose by showing how
this theory or theories explained both clinical symptomology
and forensic involvement of the client in the vignette.
The student’s theoretical formulation integrated material related
to victim or offender psychology.
Student also discussed the limitations of his/her chosen
theoretical orientation.
Legal Theory and Application
Victimology
Student did not discuss how the type of crime in the vignette
generally impacts a victim of the crime or their family members
or other members of society.
Student discussed how the type of crime in the vignette
generally impacts a victim of the crime but neglected to address
its impact on their family members or other members of society.
Student discussed how the type of crime in the vignette
generally impacts a victim of the crime and addressed its impact
on their family members as well as other members of society.
Student discussed how the type of crime in the vignette impacts
a victim of th crime supported by recent (within 8 years)
research findings.
Student also addressed its impact on the victim’s family
members and social interactions as well as other members of
society.
Student also provided emerging trends related to the crime
studied.

5. Legal Theory and Application
Legal Implications
The student was unable to provide specific definitions or case
support for the psycho-legal standards/definitions.
The student provided both specific definitions and case support
for each of the psycho-legal standards/definitions, but did not
demonstrate a clear knowledge of the relationship of the cases
to the standards/definitions.
The student provided both definitions and case support for all
psycho-legal standards/definitions clearly demonstrating the
relationship of the cases to the standards/definitions, but was
unable to relate the issues to the vignette provided.
The student provided both definitions and case support for all
psycho-legal standards/definitions clearly demonstrating the
relationship of the cases to the standards/definitions.
The student was able to describe the elements or issues that a
mental health professional focuses on when assessing the
psycho-legal standards/definitions, and any additional items that
might be especially important to focus on in the provided
vignette.
Research and Evaluation
Forensic Evaluation
The student was unable to describe what tests or assessment
procedures they would employ in the vignette to address these
forensic issues.
The student was able to either describe what tests or assessment
procedures they would employ in the vignette to address these
forensic issues, or was able to clearly articulate how these tests
would be used, but neglected to do both.
The student was able to describe what tests or assessment
procedures they would employ in the vignette to address these
forensic issues and was able to clearly articulate how these tests

6. would be used.
The student was able to describe what tests or assessment
procedures they would employ in the vignette to address these
forensic issues and was able to clearly articulate how these tests
would be used.
The student showed an awareness of cultural issues that may
impact forensic evaluation.
The student anticipated realistic conclusions based upon the
information provided in the vignette and the forensic
assessments they described.
Research and Evaluation
Research Question and Methodology
Student did not develop a research question or hypothesis or the
one developed did not align with the vignette..
Student neglected to explain the variables in the question and
the type of research study that could answer the question as well
as why that research would make a contribution to the field of
forensic psychology.
Student developed a research question or hypothesis that
loosely aligns with the vignette.
Student explained either the variables in the question or the
type of research study that could answer the question but not
both.
Student neglected to adequately address why that research
would make a contribution to the field of forensic psychology.
Student developed a research question and hypothesis that

7. clearly aligns with the vignette issues.
Student explained the variables in the question and the type of
research study that could answer the question and both were
appropriate.
Student clearly addressed why that research would make a
contribution to the field of forensic psychology.
Student developed a research question and hypothesis that
clearly aligns with the vignette issues.
Student explained all the variables in the question and the type
of research study that could answer the question and supported
why they were appropriate.
Student clearly addressed why that research would make a
contribution to the field of forensic psychology and would be
helpful in relation to the current vignette client.
Leadership, Consultation, and Ethics
Ethical Issues
Student’s responses do not convey a respect for the rights of
others, adherence to his/her professional code of ethics, or
knowledge of local state laws.
Student’s responses minimally conveyed a respect for the rights
of others, adherence to his/her professional code of ethics,
and/or an understanding that he/she would need to consider
local state laws.
Student’s responses adequately convey a respect of the rights of
others, adherence to his/her professional code of ethics and
appropriate laws.
Student’s responses fully convey a respect for the rights of
others and adherence to his/her professional code of ethics
(ACA/APA) and local state law.
The student understood the intersection between the cases

8. presented and ethical issues. The student identified potential
ethical dilemmas, and applied ethical decision-making models
and ethical principles to resolve ethical dilemmas.
The student identified potential issues involved, a review of the
relevant ethical code, information about the applicable laws and
regulations, when he/she would seek consultation, and that
he/she considered possible and probable courses of action.
Interpersonal Effectiveness
Diversity/Multicultural Competence
Student’s responses minimally incorporated cultural diversity.
No readings were cited on how a client’s culture influences
his/her participation in counseling
Student’s responses addressed some aspects of cultural
diversity and how the concepts are defined but some cultural
characteristics were neglected
Few readings were cited, minimal connections were made to
how a client’s culture influences his/her participation in
counseling.
Students incorporated diversity factors, cultural considerations,
or other demographic variables pertaining to this client in
rendering diagnoses, choosing assessment measures, forming
case conceptualizations, and designing the treatment plan.
Responses addressed cultural/diversity factors that could apply
even if they are not explicitly mentioned in the vignette.
Discussion is appropriately supported with relevant readings
from the literature.
.

9. Students incorporated diversity factors, cultural considerations,
or other demographic variables pertaining to this client in
rendering diagnoses, choosing assessment measures, forming
case conceptualizations, and designing the treatment plan.
Student’s responses fully incorporated cultural diversity. The
student included information about the client’s identity
development, extent of acculturation to dominant culture, and
how the client’s background history and demographic
information could affect her response to treatment interventions
and the student as a counselor. The discussion addresses
personal values and biases that may play a role in the treatment.
Good discussion supported by relevant literature. Connections
were made to how a client’s culture influences his/her
participation in counseling.
Interpersonal Effectiveness
Writing/APA
Responses are not clear, concise, organized, or well supported
with references. Most references were not cited parenthetically
nor included in the reference list.
The student’s responses do not cite sources in correct APA
style.
The student also inappropriately used direct quotations.
Responses were not always clear, concise, organized, or well
supported using multiple sources in adherence with APA style.
The student’s responses cited some sources in correct APA
style.
Some references were cited parenthetically and were included in
the reference list.
The student also inappropriately used direct quotations.

10. Responses were clear, concise, organized, and well supported
using multiple sources in adherence with APA style.
The student’s responses cited most sources in correct APA
style.
Most references were cited parenthetically and included in the
reference list.
Minimal and appropriate use of direct quotations in the correct
format
Information presented was concise, organized, well supported,
and professional.
The student’s responses cited sources in correct APA style.
The student used multiple references and cited them
parenthetically using APA formatting and included them in the
reference list.
Minimal and appropriate use of direct quotations in the correct
format
The student focused on the question, constructed arguments, and
demonstrated critical thinking skills.
.
1
GUIDE TO THE MAFP COMPREHENSIVE EXAMINATION

11. COLLEGE OF COUNSELING, PSYCHOLOGY, AND SOCIAL
SCIENCES
Master of Arts in Forensic Psychology
A guide to the preparation, administration, and evaluation of the
comprehensive examination for
the Master of Arts degree in Forensic Psychology (MAFP)
intended to ensure quality,
consistency, and continuity of comprehensive examinations
across campuses of the institution.

12. Copyright ©2017
All rights reserved
ii
TABLE OF CONTENTS
Page
OVERVIEW OF THE EXAMINATION PROCESS
...................................................................1
Purpose of the Comprehensive
Examination............................................................................
....1
Examination Preparation
...............................................................................................
..............1
Examination
Enrollment..............................................................................
................................1
Eligibility Requirements
...............................................................................................
.......1
Registration
Process...................................................................................
..........................2
Examination Course

13. ...............................................................................................
.....................2
Examination Week
...............................................................................................
.......................3
Examination Scoring
............................................................................................ ...
....................4
Rubrics
...............................................................................................
.................................4
Readers
.................................................................................. .............
.................................4
Examination
Results....................................................................................
................................4
STRUCTURE OF THE MAFP EXAMINATION
.......................................................................5
Program Specific Learning Outcomes
.........................................................................................5
Critical Thinking Skills
...............................................................................................
................6
Use of
Resources................................................................................
.........................................7
Ethical Scholarship
...............................................................................................
......................7
PRESENTATION OF EXAMINATION RESPONSES
..............................................................8

14. Basic Rules of Presentation
...............................................................................................
..........8
APA Format
...............................................................................................
.................................8
Writing Style and the APA Manual
......................................................................................9
Formatting Aspects
...............................................................................................
...............9
Length of Responses
...............................................................................................
.................. 10
EVALUATION OF EXAMINATION RESPONSES
................................................................ 11
Scoring Criteria
...............................................................................................
.......................... 11
Examination Grades
...............................................................................................
................... 11
CR (Credit/Pass)
...............................................................................................
................. 12
PR (Revise and Resubmit)
...............................................................................................
.. 12
NC (No Credit/Fail)
...............................................................................................
............ 12

15. Revision and Retake
Opportunities..........................................................................
.................. 13
Revise and Resubmit
...............................................................................................
.......... 13
Remediate and Retake
...............................................................................................
........ 13
Notice of Record Keeping
...............................................................................................
.......... 14
1
OVERVIEW OF THE EXAMINATION PROCESS
The Guide to the Comprehensive Examination is designed to
help students understand
the examination process and maximize performance. The Guide
outlines the policies and
procedures that apply to the administration of the exam.
Students should read the Guide
carefully and consult with your academic advisor prior to
registering for the exam.
Purpose of the Comprehensive Examination

16. The comprehensive examination concludes the formalized
coursework of the MA degree
program in Forensic Psychology at Argosy University.
Successful completion of the
examination provides evidence of students’ new learning,
emerging skill sets, and
accomplishments. Additionally, the exam assesses whether
students are able to function at the
level of expertise demanded of those with graduate degrees.
Examination Preparation
Students are advised to develop a study schedule to optimize
performance on the
comprehensive examination. Students should collect and collate
all of their course readings,
resources, papers, and other work products that can be used to
guide responses to the
comprehensive examination questions. Students are expected to
provide carefully articulated
and well-reasoned responses to examination questions, based on
the theories, constructs,
models, and applications presented in the various courses and
projects in the degree program,
and through independent reading and research.

17. Examination Enrollment
Eligibility Requirements
Prior to taking the comprehensive examination, students must
have successfully
completed all required first-year and second-year courses,
excluding the Forensic Seminar.
2
Successful completion is defined as earning a grade of B- or
higher in all coursework. Students
taking the comprehensive examination must be in good financial
and academic standing, with a
GPA of no less than 3.0 (on a 4.0 scale).
Registration Process
As students near the final course in their degree program, they
should consult with their
academic advisor/academic counselor about the comprehensive
examination schedule and
registration process. The comprehensive exam is typically
offered each session. Students must
follow the registration process and deadlines of their campus.

18. Students who do not intend to take the examination at the
assigned time should contact
their academic advisor/academic counselor regarding their
request. If the student is already
registered for the exam, the student must also contact the
comprehensive examination
administrator and the registrar to withdraw. Notice of
withdrawal must be made, in writing, at
least one week prior to the release of the examination questions.
In the case of a serious and
unexpected emergency, the student must contact the designated
comprehensive exam
administrator, as soon as possible, before the release of the
examination questions.
Examination Course
Students enrolled in the examination are attached to an online
comprehensive
examination course during the session of enrollment. Students
gain access to the course on
the first day of the session and are encouraged to utilize the
resources available in the course
prior to the testing period. The online course includes sample
comprehensive examination
questions, APA format information, scoring rubrics, information

19. related to ethical
scholarship, frequently asked questions (FAQs), and other
resources to help students prepare
for the exam.
3
The online comprehensive examination course is the vehicle
through which all
student communication is facilitated during the session of
testing, to include release of the
examination questions and reporting of the examination results.
Students maintain access
until the last day of the term, by which time their examination
results have been posted. The
department chair or designated comprehensive exam
administrator manages the online
comprehensive examination course and process each session.
Students with questions
concerning examination procedures or examination course
content should contact the
comprehensive examination administrator of their campus.
Examination Week

20. Students have one week to complete and submit their responses
to the examination
dropbox in the online comprehensive examination course. The
examination questions are not
made available to students until the week of testing. The
questions become visible on the
morning the exam is scheduled to begin. Once the exam
questions are released (visible in the
course), students are responsible for downloading a personal
copy, which can be used to work
offline. This is an important safeguard to ensure that an
interruption in internet service does
not impede access to the exam questions. Students are
responsible for maintaining the security
and confidentiality of the examination questions during and
following testing.
Students must complete and submit the exam during the session
registered. Failure to
do so is considered a failure of the examination attempt. In the
case of a medical or other
personal emergency, the student must make a good-faith attempt
to notify the examination
administrator prior to the start of the examination period. In all
cases, notification must occur

21. at the earliest reasonable opportunity, considering the particular
emergency. Documentation of
the emergency must be submitted to the comprehensive exam
administrator as soon as possible.
4
Examination Scoring
Rubrics
The comprehensive examination is scored in accordance with
graduate level
expectations of performance using established metrics specific
to the examination questions
and learning outcomes of the MAFP program. Rubrics for the
comprehensive examination are
available to students in the online comprehensive examination
course. Students are held to the
same standards of success regardless of campus or location.
Readers
The comprehensive examination is scored by an approved and
trained faculty member
who serves as the reader/evaluator. Examination review is

22. confidential and no student-
identifying information is provided to the reader. Likewise, the
identity of the readers is not
provided to the student.
Examination Results
Results are communicated to students by the last day of the
term in which the student is
enrolled in the examination. Examination results (grades) are
posted in the gradebook of the
online comprehensive examination course and/or may be
communicated by email.
5
STRUCTURE OF THE MAFP EXAMINATION
The MAFP comprehensive examination evaluates cumulative
knowledge of the
curriculum with emphasis on demonstrating competency in
program learning outcomes. The
exam consists of five domains (learning outcomes), each with
two assignments. Further,

23. each assignment may have multiple questions. The assignments
and questions are developed
to align with the articulated standards of the university and with
the program outcomes of the
MAFP program. The questions on the comprehensive examine
vary with each
administration; however, the questions fall into five categories,
consistent with MAFP
program outcomes.
1. Psychological Theory and Practice
2. Legal Theory and Application
3. Research and Evaluation
4. Interpersonal Effectiveness
5. Leadership, Consultation, and Ethics
The MAFP comprehensive examination questions require
students to apply new
learning and new skill sets to a problem. Students must
demonstrate their ability to generate
solutions indicative of their understanding of the literature in
the Forensic Psychology field.
Students will integrate research, theory, philosophy, current
issues, and best practices into

24. their responses. The examination provides an opportunity for
the student to document his or
her mastery of the curriculum, knowledge base, and skill sets
across the curriculum.
Program Specific Learning Outcomes
At Argosy University, student achievement is evaluated through
direct measurement of
performance on program-specific learning outcomes. The
comprehensive examination is a direct
6
indicator of the accomplishment of master’s program
competencies and learning outcomes. The
comprehensive examination is scored using the expected
learning outcomes delineated for the
forensic psychology program.
1. Psychological Theory and Practice - Apply theoretical
concepts and methodological
approaches of psychology to forensic practice
2. Legal Theory and Application - Apply theories related to the
interaction between the
criminal and civil legal systems and psychology.

25. 3. Research and Evaluation - Critically evaluate the existing
literature and body of
knowledge in assessment, evaluation, and research methods in
forensic practice.
4. Leadership, Consultation, and Ethics - Use leadership,
consultative, and ethical
knowledge, skills and attitudes to succeed in forensic practice.
5. Interpersonal Effectiveness - Achieve personal development
and demonstrate positive
relationship skills via effective communication, respect for
others, and awareness of their
impact on others.
Critical Thinking Skills
It is imperative to utilize critical thinking skills in the
construction of satisfactory
response on the comprehensive examination. Critical thinking
involves more than a skill in
describing a body of information. Critical thinking and
reasoning includes skills in deductive
and inductive reasoning, hypothesizing, and critiquing. These
skills, like any other, must be
practiced in order to master them.

26. Critical thinking/problem solving competencies are core to
satisfactory performance.
Demonstration of critical thinking skills includes clarity,
succinctness, completeness, internal
logic, and relevance. Students should look for evidence of
these qualities in their responses.
7
Use of Resources
Students are permitted to use written resources (i.e., notes,
books, research articles, etc.)
to form responses to the examination questions. References and
sources should be appropriate to
the question, and sources should be used to supplement and
support the reasoning, presentation,
and conclusions of the student’s response.
Use of a standard spell check and grammar check available
through the student’s word
processing software (i.e., Word) is permitted. Students are not
permitted to use any human
resources (i.e., another student, instructor, editor, etc.) for
assistance. Likewise, no part of the

27. exam (i.e., questions, responses) should be submitted to any
website (e.g., Turnitin, Safe Assign,
etc.). Submission of the exam to the dropbox will generate a
plagiarism evaluation by
Turnitin.com, checking the paper for similarity with other
sources. Submission to any other
website will affect the originality report, and violates security
of the examination questions.
Ethical Scholarship
Comprehensive examinations are subject to the same university
academic honesty and
plagiarism policies and practices as stated in the university
catalog. Students who engage in
plagiarism or academic dishonesty of any kind will be dismissed
from the university. The
comprehensive examination must reflect the student’s original
work and must be produced
exclusively by that student.
Submission of the exam to the dropbox will automatically
generate a plagiarism
evaluation by Turnitin.com, checking the paper for similarity
with other sources. Consequently,
students should not submit the exam to any other Turnitin
account. The Turnitin originality

28. report will not be viewable by students. It will be evaluated by
exam administrators. Exams that
contain plagiarism will not be forwarded for scoring.
8
PRESENTATION OF EXAMINATION RESPONSES
Students are expected to provide carefully articulated and well-
reasoned responses to
examination questions, based on the applications, practices,
theories, constructs, and models
presented in the various courses and projects in the Forensic
Psychology program, and through
independent reading and research. Responses should reflect an
intellectual and practical
understanding of topic areas addressed.
Basic Rules of Presentation
When responding to the examination questions, some basic
considerations must be
followed.
1. Start a new page for each examination question.

29. 2. Post the question or topic for each heading at the top of the
new page.
3. Use the parts of the questions or topic as the headings.
4. Answer all of the heading questions.
5. Provide an introductory statement to each question and
summarize briefly the main
points of the response in the conclusion.
6. Use correct writing skills including mechanics, usage,
grammar, and spelling.
7. Apply APA style conventions for citations, quotations,
references, sub-headings, and
formatting using the most current edition of the APA Style
Manual.
APA Format
The fundamental guide for the writing style is the university-
approved edition of the
Publication Manual of the American Psychological Association
(i.e., APA Manual).
Responses to each question must be presented using the most
current APA guidelines. Sources
must be documented using standard citations for scholarly
references.

30. 9
Writing Style and the APA Manual
The student is responsible for familiarity with the university-
approved edition of the
APA Manual and for following the formatting guidelines
contained within the Manual. The
APA Manual includes directions for:
1. reporting of numbers (sections 4.31-4.40)
2. construction of tables and figures (sections 5.07-5.30)
3. levels of headings (sections 3.02-3.03)
4. use of non-gender-biased language (section 3.12-3.17)
5. continuity in presentation of ideas (section 3.05)
6. writing style suggestions (sections 3.06-3.11).
Formatting Aspects
Students should compose a well-written and organized essay in
response to each of the
exam questions. Essay should be written clearly and concisely,
citing appropriate and current
literature. Students should avoid sexist idiom and allusions and
remember to demonstrate

31. multicultural competence as appropriate. Formatting aspect for
the paper include the following.
1. Font for the comprehensive exam responses should be 12
point in size and should be
double-spaced on the page with 1-inch margins.
2. Use of seriation must follow APA requirements (see Section
3.04). Lowercase letters in
parentheses are used within a paragraph or sentence to identify
three or more elements in
a series. To identify separate paragraphs in a list, Arabic
numbers followed by a period
are used. The numbers are lined up on the left margin, indented
.2, and text should line
up under the text (per this example).
3. Note that there are two spaces after punctuation marks at the
end of a sentence,
10
although there is one space after periods that separate parts of a
reference citation
and periods of the initials in personal names (Section 4.01).

32. 4. Careful attention must be paid to the levels of headings (see
APA Manual). Heading
placement is similar to outlining a document. Each level
subsumes the level below it.
Length of Responses
A fundamental requirement of a quality academic product is
conciseness and clarity of
delivery. Responses must be complete to the question posed but
should not try to cover every
aspect of every possible interpretation of the question. The
length of the exam responses should
be limited to a maximum of 10 pages, per domain. A title page
and reference section should also
be included for the exam, but is not counted in the page length.
11
EVALUATION OF EXAMINATION RESPONSES
At Argosy University, student achievement is evaluated through
direct measurement of
performance on program-specific learning outcomes. The
comprehensive examination is a direct
indicator of the accomplishment of master’s program

33. competencies and learning outcomes. The
comprehensive examination is scored using the expected
learning outcomes delineated for the
forensic psychology program
Scoring Criteria
The examination measures mastery of program-specific learning
outcomes and in
accordance with graduate level expectations of performance. In
addition, student
examinations are evaluated using the following criteria:
1. Organization - A meaningful and logically developed
argument is embedded in the
response.
2. Comprehensiveness - The question is thoroughly answered.
3. Substance - An in-depth presentation and understanding of
the topic, supported
by the analyses and application of relevant theories and research
literature.
4. Relevance - Relevant material that is responsive to the
question without digression
from the main points or that is off-topic or is superficial.
5. Cogence - A depth and breadth of insight, reasoning, and

34. understanding exhibited
through the integration of thought and argument.
Examination Grades
Students in the MAFP program taking the comprehensive
examination may earn a
grade of CR (Credit), PR (Revise and Resubmit), or NC (No
Credit) based on the criteria
below. Examination results are posted in the gradebook of the
online comprehensive
12
examination course. In cases where student performance is
determined to fall short of
minimum acceptable standards, detailed comments are provided
to assist students either in
revising their responses or in preparing for a second attempt.
CR (Credit/Pass)
A grade of CR (credit) is recorded on the official transcript
when students pass the
comprehensive examination. A passing score is defined as
earning 30 points or greater on the

35. total exam score, with no more than two criteria earning a score
of 2 points, and no criteria
earning a score of 1 point.
PR (Revise and Resubmit)
A grade of PR (revise and resubmit) may be initially earned by
students who earn a total
exam score of 26 – 29 points, with no more than 3 criteria
earning a score of 2 or less. A grade
of PR requires the student to rewrite and resubmit deficient
exam responses (see Revise and
Resubmit section below). A PR grade is a temporary grade
during the rewrite process to be
replaced by a CR or NC grade after the revision is submitted
and scored.
NC (No Credit/Fail)
A grade of No Credit (NC) is recorded on the official transcript
when the student fails the
comprehensive examination. A failing score is defined as
earning 25 or fewer points on the total
exam score or earning a score of 2 points of less on four or
more criteria. Exams earning a
failing grade will be reviewed by a second reader to confirm the
grade.

36. Student who fail the exam will be provided specific feedback
including a copy of the
examination, with written comments that provide explicit
feedback regarding deficits and
improvements needed to pass the exam. Students who earn a
failing score on their first or
second attempt have and an opportunity to retake the
examination in a subsequent session after
13
completion of a remediation plan (see Remediate and Retake
section below). Students have a
maximum of three attempts to pass the comprehensive
examination. Failure to pass on the third
attempt results in dismissal from the degree program and
Argosy University.
Revision and Retake Opportunities
Revise and Resubmit
Students who earn a grade of PR are offered the opportunity to
rewrite deficient
response(s) that earned a score of less than 3. Students have up
to five days (upon email

37. notification of required revisions) to revise their response(s)
and resubmit the exam. No
additional coaching or support is permitted because the student
is still within exam parameters.
Failure to meet the revision deadline results in a grade of NC
(failure).
Students have only one opportunity to rewrite the deficient
portion(s) of their
examination for re-evaluation. The revised responses are
forwarded to the faculty reviewer,
who has seven days upon receipt of the exam to score the
revised response(s). If the revised
portion(s) earn(s) a passing score, a grade of CR (Credit) is
recorded on the official transcript.
If the revised response(s) fail(s) to earn a passing score, a grade
of NC (no credit) is recorded
on the official transcript. Students earning their first or second
failure should contact the
comprehensive examination administrator regarding a
remediation plan before scheduling their
next attempt (see Remediate and Retake section below).
Remediate and Retake
Students who fail their first or second administration of the
comprehensive examination

38. are given the opportunity to take a new examination during a
subsequent session. The same
examination framework is used in the new exam administration,
but the questions will differ.
The student must meet with his/her academic or faculty advisor
to discuss the difficulties he/she
14
had with the examination. The student is expected to form a
remediation plan, developed in
collaboration with the department chair, faculty advisor, or
other designated individual, prior to
scheduling another attempt. The remediation plan must include
a plan of study and study
schedule.
The goal of the remediation plan is to provide students with
feedback and support to
strengthen their likelihood of passing the exam on the next
attempt. Students should check with
their faculty advisor for information regarding specific
remediation, writing, and/or tutoring
opportunities that may be available at their campus. A

39. remediation plan may require a student to
take additional courses, pursue special writing instruction, or
obtain other special training to
address weaknesses identified. Any special remediation
requirements will be at the student’s
expense.
Students who fail the comprehensive examination on the third
attempt are dismissed
from the degree program and Argosy University. Students with
extenuating circumstances
and/or who demonstrate they have just cause to file an appeal
should consult the process
outlined in the Argosy University Academic Catalog.
Notice of Record Keeping
The university retains electronic copies of comprehensive
examinations and related
documents for six months.
OVERVIEW OF THE EXAMINATION PROCESSPurpose of the
Comprehensive ExaminationExamination
PreparationExamination EnrollmentEligibility
RequirementsRegistration ProcessExamination
CourseExamination WeekExamination
ScoringRubricsReadersExamination ResultsSTRUCTURE OF
THE MAFP EXAMINATIONProgram Specific Learning
OutcomesCritical Thinking SkillsUse of ResourcesEthical
ScholarshipPRESENTATION OF EXAMINATION

40. RESPONSESBasic Rules of PresentationAPA FormatWriting
Style and the APA ManualFormatting AspectsLength of
ResponsesEVALUATION OF EXAMINATION
RESPONSESScoring CriteriaExamination GradesCR
(Credit/Pass)PR (Revise and Resubmit)NC (No
Credit/Fail)Revision and Retake OpportunitiesRevise and
ResubmitRemediate and RetakeNotice of Record Keeping