The aim of the research is to analyze the dimensions and challenges of the comprehensive examination of the doctoral course and to determine the extent to which it can be realized for doctoral students and to present an optimal plan for comprehensive assessment. The research method is Connoisseur&criticism Education. The research sample includes valid national upstream printed and electronic documents, executive regulations of higher education and the doctoral course, comprehensive examination documents, in-depth interviews with doctoral students and professors of educational sciences, and meticulous observation in various scientific and research contexts until 1404 using a criterion-based purposive sampling method. Valid written documents were reviewed between 1375 &1403. In order to confirm the validity of qualitative data, the opinions of educational science experts and qualitative methodology were reviewed in the form of round-trip data. The findings showed that the current comprehensive examination carries multiple and deep harms to all aspects of students' lives, including mental and psychological, mental, cognitive, moral, physical, skill, economic, career, education, etc. This test is not only not comprehensive and one-dimensional, but also not empowering and not efficient even at the lowest levels of knowledge, skills and attitudes, and it separates practice and opinion, education and research from the assessment process. Therefore, a comprehensive assessment should be based on needs, capabilities, talents, interests, and multiple redefined capacities, and multifaceted solutions of skills, science, practice, art, attitude, efficiency, benefit and service to the individual and society should be considered, which have been explored in the present study.