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Jonas Elmroth Nordlander, Ibrahim Elshamy, Jonas Enarsson, Filip Hallböök, Sarah Skavron Learning from the past: Influence of access to previous exams on student learning strategies
Marie Leonce Murebwayire, Grace Mukunzi, Nischal Chaulagain, Pablo E. Prado Summative Assessment in Higher Education: Case Study of Nepal
Tiziano Arnone Cardinale, Germán Miranda, Olof Rubin, Axel Stenquist, Philipp Stürmer Least squares as the past, present and future of Linear Algebra examination at Lund University
Anneli Löfgren, Niclas Danielsson, Stefan Kröll, Jinliang Yuan, Mikael Johansson Investigating examination strategies in first year physics courses at LTH – Course development in partnership with the students
Per-Olof Hedvall, Andreas Larsson, Bitte Rydeman Motivation, Peer Learning and Feedback in Flexible Learning
Julie Maria Falk, Ali Al Sam, Marizwan Manan, Alvar Palm, Yoav Friedman A Course Assessment Using SOLO and Bloom's Taxonomies in Light of the Constructive Alignment Methodology: A case study
Per Ola Börjesson, Ali Hamidian, Eligijus Kubilinskas, Ulrike Richter, Kim Weyns, Per Ödling Free-riding in Group Work - Mechanisms and Countermeasures
Thaer Barri, Cristina Isvoranu, Slawomir Nowaczyk, Florentina Trif, Saioa Zorita Bridging the Gap between Theory and Practice on an Example of Chemical Laboratory
Martin Albertsson, Ander Ericsson, Meng Li, Abdullah Abdelatif, Manu Mannazhi Designing a remote laboratory exercise during the Covid19 pandemic
Jenny Schelin, Peter Rådström To learn how to learn! Integrating a metacognitive approach in lectures
