Designing a credit-by-examination exam I have been tasked with writing an exam for a student who wishes to receive credit-by-examination for an upper-level course in my department.1  While the department head suggested just using the final exam as the basis, I don't really think that works as it misses out on a lot of the material that was assessed via other means (e.g. paper writing, presentations, etc) as an integral part of the course.  In contrast to many lower-level courses that cover wide swathes of basic material that is very conducive to comprehensive examinations, this course has both a wide and shallow (assessed via tests) and skinny and deep approach (assessed via papers and presentations).

Given a course that approaches the material in both broad and deep ways, how should an exam that is supposed to represent having done both styles of learning be designed?  Or would it be fine to give a student credit (presuming passing) despite not demonstrating competency in an integral part of the regular course?

I freely admit being completely against this CbE procedure in principle, but since I couldn't get out of it, I want to do this correctly.

Update: Thanks for the answers everyone.  After making the exam, the student never bothered to show up to take it.  Hooray for wasted time.
There is a lot missing information here that makes it difficult to provide an fully informed response. For example, the subject, whether this is a theoretical or application class, the way it is taught, the number of topics, the scope and sequence etc. 

At many universities, credit by examination is only possible if the student wants to prove that they already have mastery of the subject. In other words, unless the student is completely lying, they should already be highly familiar with the content of this subject and the simply want to prove that they already know it. 

If the current final exam is comprehensive in nature it should be suitably for credit by exam, regardless of one's philosophical position. The reasoning being is that the student needs to demonstrate mastery of the entire subject and not just a portion of it. If the current final exam is not comprehensive, mixing it with the mid-term should help to develop a comprehensive exam.