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Examination and assessment

Examine in the age of AI, use podcasts as examinations, streamline the assessment process and more.

Create exams that work also when students use AI

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Let students work with authentic cases, local contexts or assignments that require them to justify and present their reasoning. Assignments that are based on analysis, application and several steps in the work process give you a better basis for assessment than assignments that focus on reproducing facts.

Experiences from HEaD

The project Resilience of examinations against AI tools investigated how well generative AI can solve different types of examination tasks and which types of examinations are more or less sensitive to AI use. The results show that AI often copes with tasks that test factual knowledge, conceptual understanding and established working methods, but has significantly more difficulty with tasks that require application in authentic contexts, analysis of specific situations, practical work or combination of several areas of knowledge.

The project also shows that the focus should be shifted from trying to prevent the use of AI to designing examinations that require the student's own understanding, problem-solving and subject knowledge. At the same time, the need for clear guidelines for AI use and dialogue with students about academic integrity emerges.

Contact: Irida Shallari, Mazhar Hussain

  • Examine application, not just rendering – tasks that require students to apply knowledge in new or authentic situations are often more robust to AI.
  • Let students combine several skills – complex tasks where different concepts, theories or elements must be integrated are more difficult for AI to solve.
  • Make the student's process visible – let the student present the reasoning, choices and workflow, not just the end result.
  • Use authentic and subject-specific assignments – local data, specific cases, or practical elements make the examination less dependent on generic AI answers.
  • Discuss AI openly with students – clear guidelines and conversations about academic integrity reduce uncertainty about what is allowed.
  • Teach students to critically review AI's responses – AI can provide convincing but inaccurate answers and should not be treated as a reliable source of knowledge.
  • Review the examination regularly – AI tools are developing rapidly, which means that examination forms need to be evaluated and adapted continuously

Provide better feedback without spending more time

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Divide the assessment into a few clear aspects linked to the learning outcomes. Formulate recurring strengths, areas for development and advice for each aspect that can be reused and adapted to different students. This makes feedback more consistent while reducing workload.

Experiences from HEaD

The FAMS project has developed a system to help teachers create individual and formative feedback more effectively. By building a reusable library of feedback linked to specific learning outcomes and assessment aspects, teachers can generate high-quality, consistent and personalized feedback even in larger student groups.

The project shows that digital support can reduce the time for feedback from weeks to days, while maintaining the quality of the feedback. A central idea is that feedback should be formative, directed towards specific parts of the student's work and useful for continued learning.

Contact: Raja-Khurram Shahzad

Vary how students demonstrate their knowledge

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Let the students present their knowledge through a podcast discussion, an interview or a topic discussion instead of just through written assignments. When students need to explain, reason and discuss key concepts, their understanding and argumentation often become more visible.

Experiences from HEaD

The project Sámi perspectives in science and technology education develops teaching about Sámi perspectives in science and technology in teacher education. By connecting Sámi perspectives with learning for sustainable development, the project aims to give future teachers more ways to teach about nature, technology and sustainability issues. As part of the teaching, an examination is also developed where students produce podcasts that process and communicate the subject content.

The goal is to give the student teachers more perspectives on teaching while at the same time gaining experience in using creative and communicative forms of examination.

Contact: Anna-Karin Westman, Hugo Von Zeipel

The page was updated 10/29/2026

Content owner:

Avdelningen för forsknings‑ och utbildningsstöd (FUS)