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This tool was created from my firsthand experience in the Joint PhD program in Educational Studies—a collaboration between three universities in Ontario, Canada: Lakehead University, Brock University, and the University of Windsor. Following the three criteria for evaluation of the comprehensive portfolio in the program handbook, I developed nine sub-criteria (three for each criterion) . This assessment tool can be used for educational purposes, as doctoral students begin to organize and narrate their doctoral journey. Students can map their experiences to the sub-criteria developed, allowing them to be explicit about how their presented scholarly tasks have helped in preparing them for candidacy. While this tool has an obvious application for students within the Joint PhD program, students in other programs with similar requirements may also find it useful due to its theoretical grounding in literature on the process of scholarship.  \nKeywords: doctoral studies, comprehensive examinations/portfolios, assessment, candidacy  \nCanadian Journal of Education / Revue canadienne de l’éducation 45:3 (2022)©2022 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nRésumé  \nCet article présente un outil d’évaluation destiné aux étudiants de doctorat qui préparent leur portfolio. Cet outil a été créé à partir de mon expérience personnelle dans le programme conjoint de doctorat en pédagogie—une collaboration entre trois universitésen Ontario, au Canada : l’Université Lakehead, l’Université de Brock et l’Université de Windsor. En suivant les trois critères d’évaluation d’un portfolio que contient le manuel du programme, j’ai développé neuf sous-critères (trois pour chaque critère) . Cet outil d’évaluation peut être utilisé à des fins pédagogiques alors que les doctorants commencent à organiser leur parcours doctoral. Les étudiants peuvent suivre les neuf souscritères développés, ce qui leur permettra d’expliciter la façon dont les tâches universitaires présentées les ont aidés à se préparer à leur candidature au doctorat. Bien que cet outil ait une application évidente pour les étudiants du programme de doctorat conjoint, les étudiants d’autres programmes ayant des exigences semblables peuvent également letrouver utile en raison de son ancrage théorique dans la littérature au sujet du processus de recherche.  \nMots-clés: études doctorales, évaluations globales, portfolio du doctorant, analyse, candidature  \nAcknowledgements  \nWhile preparing my comprehensive portfolio, this assessment tool was developed from conversations with my advisor. I would like to thank Dr. Cam Cobb (University of Windsor) for his feedback on an early draft of the nine sub-criteria that were created.  \nCanadian Journal of Education / Revue canadienne de l’éducation 45:3 (2022) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nAn important milestone for many doctoral students is the successful completion of a comprehensive examination (sometimes referred to as a candidacy examination, or colloquially referred to simply as “comps”) . Comprehensive exams are often inclusive of a broad range of content in one’s field of study (FoS) and can be daunting for students (Bayley et al., 2012; Loughead, 1997) . In many doctoral programs, the successful completion of a comprehensive exam or portfolio acts as a bridge between the coursework component and the dissertation research project. Comprehensive portfolios have become an increasingly popular alternative to traditional examinations (Wasley, 2008) . This practice has been especially popular “in disciplines where self-reflection is important”(Weir et al., 2017, p. 4) . Some programs ha","cbCaigrRngX8TuYt","https://ap.wps.com/l/cbCaigrRngX8TuYt","pdf",245393,"English","# Abstract\n# Introduction\n# Theoretical Framework: Gardner’s Theory of Doctoral Student Development","[{\"question\":\"What is the assessment tool intended to evaluate?\",\"answer\":\"The tool is designed to support doctoral students preparing their comprehensive portfolio for candidacy.\"},{\"question\":\"How were the evaluation sub-criteria developed?\",\"answer\":\"They were developed from the author’s experience and from the three evaluation criteria described in the program handbook, resulting in nine sub-criteria.\"},{\"question\":\"Why are comprehensive portfolios important in doctoral programs?\",\"answer\":\"The article explains that comprehensive exams and portfolios bridge coursework and dissertation research, and portfolios are increasingly used because they align with disciplinary approaches such as constructivism and support self-reflection.\"}]","Assessing Doctoral Candidacy - The Development of an Assessment Tool for Comprehensive Portfolios | PDF",1792082760,48]