Marziyeh Taghizadeh, Savvina Leontakianakou, Annie Bohman, Evalyne Arinaitwe, Ilia Iarkov Oral examination VS written examination – perspectives of students and educators
Eva Frühwald, Olof Kolte, Arben Mullai, Joakim Nordqvist, Magnus Persson Combining assessment elements into a holistisc assessment concept
Michael Denny, Gabrielle Flood, Menno Merts, Simon Pettersson, Matteo Rossi Investigations on the Relation Between Oral Exams and Higher Taxonomy Levels in Learning
Ida-Marie Andersson, Stina Burri, Magdalena Godzwon, Tim Lindberg, Kajsa Nilsson Muntlig examination - En tillämpbar examinationsform för förstaårsstudenter vid Lunds Tekniska Högskola?
Alexander Dahlqvist, Carlos Rodriguez Arza, Egle Virzintiene, Paulius Mikulskis, Serena Bisagni Learning through Examination
Gabriele Constanza, Samuel Estenlund, Markus Hellenbrand, Farnaz Moradi, Yang Xu Towards More Formative Assessment in Higher Education
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
Daniel Nilsson, Eva Ransmark, Sofia Klint, Tova Hermodsson How to design group projects to enable individual assessment
Igor Yu Galaev, Rajni Hatti-Kaul, Per-Olof Larsson, Marie Wahlgren Examination: Labwork/Projects in Focus
Karin Ericsson, André Månberger To what extent is the examination at Environmental and Energy Systems Studies authentic? – An evaluation of five sustainability courses
Tommy Cedervall, Michael Gerlt, Maike Klöckner, Viktor Larsson, Jenny von Platten Reducing the Impact of Bias in Oral Assessment
Alfina Khairullina, Ana María Arbeláez Velez, Ariana Causevic, Dong Pan, Pegah Mansouri Bakvand Does frequent assessment promote deep approach to learning? A case comparison.
Gabriel Domingues, Erik Johansson, Evripidis Karatsivos, Maria Navasa, Mohammadreza Safaritirtashi How to assess a course - A comparative study between written exams and home assignments
Giana Carli Lorenzini, Christina Sakellariou Teaching students of multidisciplinary backgrounds: How to offer equal and fair opportunities for learning
Abdullah Al-Hysam, Jan-Peter Hannappell, Gabriel Malmer, Mirjam Särnbratt Who gets flunked? Perspectives from PhD Teaching Assistants
Magnus Carlquist, Stephen Hall, Mehrzad Kaiadi, Jenny Schelin, Jörgen Svensson How to nurture PhD student independence
Hammad Abdullah, Ivar Björnsson, Lorenzo Grassi, Neashan Mathavan, Kamshat Tussupova Contemplations of student perspectives towards online based learning environments
Laura Liuke, Thorbjörn Laike, Gunnar Sandin The critical review in architectural education - problems and perspectives
Rawana AlKhalili, Björn Borgström, Kamrul Hasan, Markus Ohlin, Nikoleta Zeaki Master student and master thesis: How to keep up the motivation
Anna Gummeson, Mattias Karlsson, Jonathan Lundsberg, Marjolein Piek, Kristofer Robertsson The impact of quizzes on student learning and how to design them
David Alcer, Therese Olsson, Jakob Petersson, Seyedmohammad Kahangi Shahreza Ethical thinking in examination at LTH
Marie Leonce Murebwayire, Grace Mukunzi, Nischal Chaulagain, Pablo E. Prado Summative Assessment in Higher Education: Case Study of Nepal
Lena Håkansson, Jakob Svensson, Per-Ivar Olsson, Ellen Palm Länken mellan teori och kunskap: En studie av fyra kursplaner
Magnus Oskarsson, Carl Olsson Image Analysis and Computer Vision: An in-depth review of two assignment-based courses
Agneta Wierzbicka, Joakim Pagels, Christina Isaxon, Henrik Pålsson Exploring methods for increased student interaction in lectures
Giana Carli Lorenzini, Jens Portinson Hylander, Lucie Zvolska, Yuliya Omelekhina Feedback: learning it as a skill and method: an interview study with PhD students
Alexandra Nikoleris, Ted Kronvall A lecture taught is not a lesson learnt: The changing role of lecturing in higher education
Kimberly Nicholas, Emily Baird, Christian Brackman, Barry Ness, Simon Niedenthal, Anna Torstensson, Sofia Waldemarson Student preparedness in Ph.D. education - an assessment of supervisor and student perceptions of fulfilling Swedish third-cycle learning outcomes
Azhar Malik, Martin Ngwabie, Elin Olander, Faming Wang Improving the pass rate without compromising the quality of teaching
Per Ola Börjesson, Ali Hamidian, Eligijus Kubilinskas, Ulrike Richter, Kim Weyns, Per Ödling Free-riding in Group Work - Mechanisms and Countermeasures
