Skills based Examination and Forms of Examination

Modularisation of the degree programmes allows a broad and varied spectrum of forms of examination. This spectrum is viewed as necessary from a higher education perspective in order to respond to the multidimensionality of skills that students are expected to acquire. Consequently, different forms of examination are combined in order to assess and grade performance within a degree programme. These include in particular written exam work (term paper, examination, internship report, synopsis, essay, portfolio) and oral (lecture, presentation, exam interview, etc.). Part of the exam work (usually lectures or oral examinations) is not generally graded.

The creation of subject-specific forms of examination is included in ongoing development of module exams and enshrined in the relevant regulations. These forms of examination must be clearly constructed to suit the educational goals and skills. For instance on the Musicology Master degree programme there is a “Visual representation of music” form of examination, which involves the “creation of an auditory and/ or where appropriate computer-based graphic presentation of a roughly 2-minute section from a melodic example of music from a recording”. Another example, on the Romance languages degree programmes, is the linguistic competence examination, which covers all four linguistic skills (comprehension, reading, writing, speaking). Modules also have to be restructured in the context of the experiences gathered during the degree programmes, in order to apply a form of examination that is better suited to the skills acquired.