Examples of examination solutions
Here are examples of different ways in which courses are examined. The examples are from KTH's courses and teachers, and have in most cases been developed over several years. The examples are selected to inspire and to show how different combinations of examination methods together can comprise a good examination.
Evaluate knowledge of basic facts
Basic knowledge and mechanical skills can be one of the most difficult parts of a course to examine without a situation where the student is monitored. It is easy to search for answers in literature and on the internet and the students' answers can be identical but without being plagiarized. This approach provides an example of how basic factual knowledge can be examined as a part of the complete examination.
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Continuous supervised course as examination
Students solve a number of complicated tasks in an online training environment similar to a possible future workplace. The students' work is monitored continuously and assessment is based on a holistic perspective where lower grades are obtained as the teacher helps the student to divide the problem into smaller pieces.
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Examination with random values
How can you determine whether the students have cheated or if the identical values are because of a typo? This examination approach includes examples of good ways to vary calculation tasks without affecting the opportunities for students to show intended learning outcomes at the same level.
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Examining project elements
The example consists of the following elements; project progress meetings, tutorial conversations, peer reviews, literature seminars and automatically assessed quizzes. Below are examples of how a course can be structured and completed without lectures, where the examining elements are carried out as learning elements.
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On this page, you can read about pros and cons with continuous examination implemented in two different ways with respect to activity in Ladok. You can also read about a concrete example of how a course can be structured with continuous examination.
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Video submission for examination
The example describes a course where one part of the examination involves the student submitting an individual video where the student orally presents an assignment. It contributes to an examining activity with identity verification that can be completed simultaneously in courses with many students. The page also gives advice on how video submissions should be handled.
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