Three tips for developing your examinations

1. Consider the assessment format

Here are some examples of assessment formats, but there are others. Which ones you choose depends on your learning objectives for the course. Please feel free to contact us if you would like to discuss assessment formats.

In-class exams

In-class exams are a common form of assessment on many courses. You can use the digital tool Inspera to allow students to write digitally in a restricted computer environment, both on-site and remotely. Inspera includes various tools to control what students can do with the computer during the exam.

Authentic examination questions

Through authentic examination questions, such as case studies, students get to apply their knowledge to real or fictional situations. Authentic examination questions can therefore make the examination more interesting.

You can base the examination questions on publicly available digital documents such as

• court reports
• historical documents
• medical reports
• company policies
• annual reports
• newspaper articles.

You can also create realistic fictional scenarios.

Libraries have many digital databases and other resources that you can use. Your subject librarian will be happy to help you with further information.

Multiple-choice questions

Digitally marked multiple-choice questions are often used to test factual knowledge, but they can also be used for other purposes. They can work in all subjects and at all levels, as long as the answer options are well thought out and challenging. You can use Inspera or Canvas to construct multiple-choice questions. Generative AI can be a useful tool when you want to create useful and complex questions. You can read more about this in our Canvas course on generative AI.

Portfolio

A portfolio is a way for students to demonstrate how they have developed their skills or knowledge during the course. Regular assignments can also be a way for students to build a portfolio.

A portfolio can be created using a simple digital document such as Word, or you can use Microsoft OneNote. Some faculties have access to specific portfolio tools, such as QPS at the Faculty of Medicine.

Oral examination

Oral examinations work well as a complement to written independent assignments when you want to check that the student has understood everything they have submitted. No special digital tools are required for oral examinations. However, to make it easier to add comments and marks in the same place as for a submitted written assignment, you can create an assignment in Canvas that does not require anything to be uploaded.

2. Decide whether and how generative AI should be used

Generative AI is a technology that can generate text, images, audio and other material based on instructions from a user. The result often appears original but is not actually entirely new, as it is based on a large amount of data and your instruction (prompt).

Whether students are allowed and should use generative AI in their assessment depends on the context. In some courses, students need to learn how to use generative AI tools to be prepared for professional life. Other courses focus on skills and knowledge that students should be able to demonstrate without using generative AI. Most courses fall somewhere in between.

Regardless, it is very important that you are clear about your views on generative AI and that you talk to students about what is acceptable. In our article on talking to students about generative AI, you can find ideas on how to start the conversation.

Talking to your students about generative AI tools

Delve into the Canvas course on generative AI

In the Canvas course Generative AI Tools in Education at LU, you will learn more about

• how generative AI affects your assessment practices
• when, and if so, how students can use generative AI during assessment and examinations
• how you can use generative AI to design and prepare an examination
• the challenge of identifying the use of generative AI tools

Generative AI Tools in Education at LU – canvas.education.lu.se

3. Focus on the learning process

Assessment is often based on students’ final products, such as essays, artworks or presentations. If you also include information about the learning process in your assessment of the assignment, you can reduce the risk of plagiarism whilst helping students develop important skills. In art and design courses, for example, sketchbooks or portfolios are often assessed alongside the final product. This encourages students to reflect on their progress as they work.

In other educational contexts, you can assess

• an essay plan
• a description of assignment preparations
• a logbook or a reflection on learning sessions
• drafts of laboratory reports alongside a final report.

Clear instructions and support reduce the risk of cheating

Sometimes students cheat because they are short of time or simply because they can. However, research shows that two other reasons students give are that they have not fully understood the instructions or that they want to submit a perfect result.

It is therefore important to

• provide clear instructions for the assignment
• discuss ways of planning and preparing for the assignment
• give students plenty of opportunities to practise what they will be doing in the final examination.

On this page, you will find resources to help prevent cheating through dialogue and exercises with your students.

Support for preventing cheating and promoting academic integrity