Group exams are assessed individually

Group exams must always make it possible to assess students individually. In written exams, this normally means that the students must state who is responsible for which parts of the assignment. Unless such assignments can be divided into clearly delimited parts which are of equal value in terms of the learning process involved, these divisions may be somewhat artificial – making the task of individual assessment very difficult.

So group exams are suitable for combined written and oral exams because such exams make the following possible:

• Genuine individual assessment based on group-based presentations. This is only possible if it is clear whether (and in what manner) the quality of the written presentations counts in the overall assessment
• Efficient use of the time available for the exam because the introduction and conclusion are produced by the whole group. At the moment, the oral exam often involves a written, group-based presentation in the form of a traditional, individual combined exam. The disadvantage is that if several students are examined in the same assignment/product, it can be difficult to prevent the taxonomic level of the exam from increasing in the course of the exam – the last examinees may be asked more challenging and complex questions because the examiner and co-examiner feel that they have already covered the basic learning objectives

Re-examinations for group exams

It must always be possible to produce individual assessments for group exams, but students must also be allowed to take individual re-examinations if they wish. So at the Faculty of Arts, re-examinations for group exams normally allow students either to take a group exam (groups who have failed, for instance), or to take an individual exam (if students do not have a group, or if it has been impossible to take a group exam for other reasons).

Example: Ordinary exam

The exam involves a take-home assignment on a topic chosen by the students and written in groups of 2-5 students. It must be possible to assess the contribution of each individual student. The assignment should state clearly which student is responsible for which section.

Example: Re-examination

The exam involves a take-home assignment on a topic chosen by the students and written individually or in groups of 2-5 students. It must be possible to assess the contribution of each individual student. The assignment should state clearly which student is responsible for which section.