There may be advantages and disadvantages associated with the various forms of examination, which is why it is important that you actively decide which form of examination is best suited for the course in question, so that the choice of exam is an integral part of how you plan, implement and test knowledge, skills and competences at all taxonomic levels.
Testing strategy |
When choosing a testing strategy and thereby a form of examination, you need to answer the following questions:
Issues of special focus: It is not possible to test the entire syllabus of a course. When formulating the forms of examination in the academic regulations, you therefore need to make certain choices, including choosing a testing strategy. You should choose the strategy that tests the academic objectives and is consistent with the course purpose. That one form of examination cannot be used to test the entire syllabus can be compensated for in the teaching by working systematically with, and setting requirements for, the aspects of the purpose and content that are not contained in the exam. |
The study strategy of the students |
When choosing the study strategy of the students, you answer the question:
Issues of special focus: The form of examination highly affects the students’ study strategy and regulates their behaviour throughout the semester. This is demonstrated by the fact that the students choose study strategies and acquire the knowledge they believe will be tested at the exam. You can read more about intended and unintended study strategies under each form of examination. |
Variation in forms of examination |
A variation in the forms of examination throughout the degree programme is a way of acknowledging the fact that the entire syllabus cannot be tested in all courses. A variation in the forms of examination also prevents you from favouring particular forms of knowledge, skills and competences and particular student qualifications. A variation in the forms of examination is also a legal requirement. It is difficult to define precisely when academic regulations contain a suitable variation in the forms of examination. This depends on an estimation of the individual proposal for academic regulations made by SNUK, the board of studies and the vice-dean. You can generally aim at using both written and oral forms of examination during the degree programme, as well as using as many different forms of examination as possible that are available at the Faculty of Arts, if it makes sense in relation to the various forms of instruction and working methods. Furthermore, the Faculty of Arts requires that the forms of examination vary internally in each semester out of consideration for the students’ study intensity and planning. |
Use of resources for the exam |
The forms of examination in the academic regulations must be administrable and resource-efficient in relation to exam planning, the teachers’ time use and the students’ workload. |
Alignment |
The principle of alignment is central to the development of academic regulations, because far too frequently in the past, students have managed to pass exams without taking part in the course, and without having achieved a sound academic understanding. Alignment means that there must be a correlation between the qualification framework, the degree programme’s learnings outcomes, the content, working methods, academic objectives and the form of examination of the courses involved. In other words, there must be alignment between all the components of the academic regulations. Alignment is also a legal requirement. |
