Headings denoted with an asterisk ( * ) is retrieved from the course syllabus version Spring 2023
Content and learning outcomes
Course contents
Criteria for good assessment. Formative and summative assessment, validity, reliability, legal security, justice, transparency, authenticity, self-assessment and peer assessment, meaningfulness, cost efficiency, cheat prevention, continuous assessment.
Examiner's dilemmas. Difficult situations an examiner may encounter and how these can be handled.
Specialisation within a question pertaining to assessment, for example cheat prevention, what the grade corresponds to, how much time a student should devote, progression between courses, assessment of group projects, inclusive assessment.
Intended learning outcomes
After passing the course, the participant should be able to
1. discuss and reflect on the role and responsibility of the examiner
2. reflect on the quality of an assessment and its suitability for assessing the attainment of learning outcomes
3. present a report of a sub-area pertaining to assessment, based on science and proven experience
in order to
be able to consider advantages and disadvantages of a given assessment method based on learning outcome attainment and context, and in the role of examiner be able to handle ordinary as well as difficult assessment matters.
Learning activities
The course includes two meetings, both of which are mandatory. Before each meeting, a preparatory assignment must be completed. At the end of the course, an examiner’s reflection is to be submitted. After each meeting, the presentation slides will be uploaded to the course room in Canvas. A chronological list of all meetings and submission deadlines is available in the course room under Syllabus.
Detailed plan
Träff
Innehåll
Förberedelse
Meeting 1 (mandatory)
Different criteria for good assessment. Formative and summative assessment, validity, reliability, multiple assessors, legal certainty, fairness, transparency, authenticity, self- and peer assessment, meaningfulness, cost-effectiveness, resistance to cheating, continuous assessment.
Examiner’s dilemmas. Challenging situations that an examiner may face and how these can be handled.
Submission of Assignment 1 (examiner’s dilemma), which will then be discussed during the first meeting. The examiner’s dilemma must be submitted in Canvas no later than 19:00 on the day before the first meeting.
Meeting 2 (mandatory)
Presentation of the course participants’ specialisation projects in a specific subarea of assessment.
Exploration of a specialisation topic and preparation of its oral and written presentation.
Before the first meeting, you should write and submit assignment 1, examiner's dilemma.
Literature
In the qualification course for examiners, there are links to relevant KTH regulations, laws and ordinances, as well as handbooks such as UKÄ’s Fair Examination (Rättssäker examination).
The course room contains links to additional readings. The specialisation project includes finding further literature relevant to your chosen topic.
Support for students with disabilities
Students at KTH with a permanent disability can get support during studies from Funka:
INL1 - Assignment, 1.5 credits, grading scale: P, F
Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.
The examiner may apply another examination format when re-examining individual students.
If the course is discontinued, students may request to be examined during the following two academic years.
The examination consists of written submissions, an oral presentation and seminars.
The section below is not retrieved from the course syllabus:
There are three mandatory examination assignments in the course. It is important that the assignments are submitted by the specified deadlines for the course to function as intended. Contact the course coordinator if you need to submit an assignment late.
Compulsory participation (actively) in course meetings 1 and 2.
Grading criteria/assessment criteria
The course does not use a graded marking scale. The assessment criteria therefore consist mainly of the intended learning outcomes:
discuss and reflect on the examiner’s role and responsibilities (ILO 1, assessed in assignments 1 and 3)
reflect on the quality of the assessment and its suitability for assessing the attainment of learning outcomes (ILO 2, assessed in assignment 3)
reflect on the quality of the examination and its suitability for assessing achievement of the intended learning outcomes (ILO 3, assessed in assignment 2)
Ethical approach
All members of a group are responsible for the group's work.
In any assessment, every student shall honestly disclose any help received and sources used.
In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.
The section below is not retrieved from the course syllabus:
Use of generative AI
Generative AI tools are powerful instruments that, when used appropriately, can help you learn more effectively. Do not use AI in ways that reduce your own learning. Check the assignment instructions to see whether, and how, you are allowed to use generative AI. Do not assume that AI-generated text or code is correct. The purpose of allowing the use of generative AI in the course assignments is to make them more authentic — that is, more similar to the tasks you may encounter in professional practice.
At the end of the first course meeting, a two-minute mini evaluation is conducted. At the end of the course, a course evaluation is carried out using KTH’s standard system for course surveys. After that, a course meeting is held to which all participants are welcome. Following the course meeting, the course coordinator will prepare a course analysis, which will be published on the course’s official course development page in the course catalogue, where you also can find the course analyses for previous course offerings.
The main change to the 2025 course offering is that the course has been translated to English. Before it has only been given in Swedish.
Contacts
Communication during course
Använd gärna diskussionsfunktionen i kursrummet för att ställa frågor och kommunicera med kursens lärare och deltagare.
