Humboldt-Universität zu Berlin - E-Assessment

Examination culture

Examination culture comprises three aspects: Beliefs, procedures and practices.

Jenseits der Expertisen und Hochglanzbroschüren […] finden wir an unseren Universitäten allerdings einen Lehr- und Prüfungsalltag vor, mit dem kaum einer so richtig zufrieden ist: Es gibt zu viele Prüfungen, die Art des Prüfens ist insgesamt betrachtet einseitig, und dass wirklich Kompetenzen erfasst werden, darf getrost bezweifelt werden. Daran hat bislang auch die wachsende Anzahl an Ratgebern nichts geändert, die Lehrende und Studienganggestalterinnen und -gestalter darin anleiten wollen, Lehre und Prüfungen kompetenzorientiert zu machen […]. Anspruch und Wirklichkeit klaffen weit auseinander. (Reinmann 2016, 117)

Translation: Beyond the expert reports and glossy brochures, [...] however, we find that everyday teaching and examination practices at our universities leave much to be desired: there are too many exams, the type of assessment is generally one-sided, and it is doubtful whether they truly measure competencies. The growing number of guides aimed at teaching staff and course designers, which seek to make teaching and examinations competence-oriented, has done little to change this situation [...]. There is a wide gap between aspiration and reality.

 

What does examination culture mean?

Examinations are social acts involving an asymmetrical interaction between the main actors (cf. Döbler 2019, 71). In the university context, they primarily serve a selection function. They can also be used to provide individual feedback on performance/knowledge levels, but this applies more to examination formats that accompany learning. Due to their social character, in which “not (only) information, but also experiences, personal motives and values, as well as typifying attributions, everyday theories and collective myths [...] are related to each other (Döbler 2019, 73), ”examination practices are subject to influences that do not conform to performance" (ibid.).

Consequently, an examination culture - due to its social relevance, there are different examination cultures depending on the people involved and the subject cultures - refers to the entirety of beliefs (values), procedures, and practices (norms) that shape the way examinations and assessments are handled at a university (cf. Budde et al. 2024, 4).

  • Beliefs: They embody individual and collective beliefs about examining. Question: What is generally understood as a "good exam" in the higher education system or by individuals?

  • Procedures: They refer to the audit organisation, which also includes actions that are not directly related to the actual audit process, such as documentation and archiving of audit results and objects. Question: How are (can) audits be carried out correctly?

  • Practices: They include the actual examination actions and behaviour. Question: What specific actions do the main actors (teachers, students) take to turn an examination into an examination?

A reflective examination culture is crucial for the success and satisfaction of students (and teachers). It helps students to successfully demonstrate their skills and knowledge and to operate in a supportive, anxiety-free and fair environment. In addition, a positively perceived examination culture supports the development of a good general working atmosphere.

 

Characteristics of a positively perceived examination culture

  1. Quantity: A small number of exams spread sensibly across a degree program (maximum of exams in the single digits).
  2. Quality: Complex exams that assess competencies with a reflective approach.

  3. Transparency: Clear and understandable information about examination formats, assessment criteria and expectations.

  4. Fairness: Equal treatment of all students and avoidance of discrimination.

  5. Support: Providing resources and support to prepare students for exams.

  6. Inclusivity: Consideration of students' individual needs and challenges.

  7. Feedback: Constructive and timely feedback that enhances the learning process.

  8. Integrity: Strict measures against academic misconduct such as plagiarism and cheating.

 

Measures to promote a positively perceived examination culture

  1. Legal framework: Opening up and making examination regulations more flexible.
  2. Communication: Regular and open communication between students and lecturers.
  3. Training courses: Further training for teaching staff and students on topics such as examination design, examination didactics and good academic practice - even in the AI age.
  4. Guidelines: Clear and practicable guidelines and procedures for examinations and assessments.
  5. Feedback culture: Establishing a culture of constructive feedback that supports the learning process.
  6. Support services: Provision of learning resources, tutorials and counselling services.

A reflective examination culture is an ongoing process that requires the co-operation and commitment of all stakeholders.

 

 

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