Teacher-centred examination support for a variety of examination forms
The project involves creating and pilot-testing new processes for more teacher-centred support for a variety of examination forms at KTH, providing a more resource-efficient and qualitative examination. The first step is to map the actors, resources and needs involved.
Project context
KTH offers education in a wide range of subjects, courses and programmes. Different subjects have different requirements for the examination, and what works well in one area may not be suitable in another. It is essential that the examination is designed based on educational research, the complexity of the subject, different teaching methods, the overall goals and content of the course and the students' learning styles – which is the responsibility of the teachers.
Educational research clearly shows that both varied examination forms and continuous (partial) examination are of utmost importance for learning (see more in the project initiation document below).
Teachers who want (or for various reasons should) use, for example, digital examination, oral examination, take-home examination, project assignments or other examination forms, currently experience difficulties and unnecessary challenges because the current examination process and established roles (from teachers and students via exam invigilators to examination administration) at KTH are still designed for traditional written classroom examinations.
New processes would need to be defined, for more teacher-centred support in a variety of examination forms at KTH and for a more resource-efficient and qualitative operation of the process. This work should be done in collaboration with examiners and teachers. Only then can areas for improvement that affect the quality of the examination process and resource efficiency in the actual operation be identified. The risk is that if teachers do not feel involved or receive the right support in planning and implementing the examination, it can lead to increased workload and frustration, or an inefficient and bureaucratic examination process that negatively affects the quality of the education. A further risk is the lack of connection to educational research.
Purpose (outcome)
The overall aim of this project is to create teacher-centred administrative and practical examination support for KTH's teachers, which is resource-efficient, works for several different examination forms and which at the same time is still perceived as uniform and easy to understand.
Project results (output)
The project is divided into several sub-projects based on the most common examination forms at KTH (for example, on-campus digital assessment, oral examination, take-home exam, project assignments and traditional written on-campus exam). All sub-projects have the same results for their particular examination form:
- Review of the current examination process and identification of involved actors, needs and challenges in initiation, development, implementation and correction from a teacher’s perspective.
- Proposal for an improved examination process, with teacher-centred operational support and clear responsible roles/actors, which is evaluated with representatives from all types of actors in the process (teachers, students, operational support, etc.), but with a special focus on "effective and user-oriented support services" for teachers.
- Pilot implemented, where examiners/teachers, students and support functions have had the opportunity to carry out the proposed examination process
- Evaluation of the pilot from the perspective of all actors involved, but with a special focus on "effective and user-oriented support services" for teachers.
- Analysis of whether it is possible to develop a common framework (a uniform model) with modular process parts for these different examination forms (as it is seen as a prerequisite for the flexibility and changeability required in a global and constantly changing educational landscape).
Examiners/teachers and students should be given the opportunity to participate in the identification of areas for improvement as well as in the design of the administrative (and practical) processes.
Time plan
Start date: 2024-11-01
End date: 2026-06-30
Project documentation
If you have a KTH ID, you can read the latest project documents on OneDrive when logged in:
- Poster: Poster_FrU25_2405-KTH_Lärarnära-Dig-exam_250520.pdf (English)
- Project initiation document: Projektdirektiv_FrU25_2405-KTH_Lärarnära examinationsstöd_250930.pdf (Swedish)