Quality assurance: Peer review and examinations

Peer review refer to the integrated peer review that takes place in every research environment and in the international scientific community. Examinations denotes the ways in which the knowledge, skills and approaches of students are assessed (‘academic standards’). These two procedures, peer review and examinations, continue to be the most important quality assurance mechanisms within academia. Doctoral education unites these two in the defence of a thesis.

Peer review of research

Peer review occurs internally in the local research environment and in the wider research environment of the international academic community. Integrated quality assurance of research occurs in grant applications, prior to publishing articles, at conferences and within seminar activities, colloquiums or equivalent to ensure the quality of research. Researchers at Uppsala University participate in these contexts, which leads to internationally grounded and continually ongoing discussions within the University about what constitutes quality in different disciplines.

Examinations at bachelor’s and master’s levels

The design of assessments is important for the quality of education, as it determines how students learn and how well students achieve the learning objectives of course and programme syllabuses. The Staff Portal has information about assessments.

The University's Guidelines for the Conduct of Written Assessments, including Digital Assessments specify the responsibilities and obligations of all staff at departments working with all forms of assessments, the Buildings Division’s Examinations Coordination Office, invigilators and students in connection with assessments. The Guidelines on working conditions for first- and second-cycle students clarify aspects of student working conditions, including examinations and degree projects. The University has a system for digital assessments.

Students with a persistent disability can receive teaching and learning support in the form of note-taking, audio books and adapted assessments.

If a student feels that an assessment has been conducted incorrectly, the student should contact the director of studies at the relevant department, the examiner or the teacher of the course for an explanation or to request a reassessment by another examiner. If the issues remain unresolved, the student can contact one of the University’s special ombudsmen for grading issues. The ombudsmen for grading issues are experienced teachers who can provide perspective on the assessment and offer support to both teachers and students. If a student is dissatisfied with prevailing conditions in their programme, they can contact the local ombudsman at the students' union (student liaison officer) or the bachelor’s, master’s and doctoral student ombudsmen appointed by all the students' unions for advice and support.

An important part of learning is feedback. The guidelines for Teaching and Learning at Uppsala University guidelines notes that students are to receive feedback on their work shortly afterwards and that students are to take advantage of this opportunity. In this way, feedback becomes part of the learning process by indicating ways to improve and develop. The Division for Quality Enhancement, Academic Teaching and Learning offers a course in Assessment, grading and feedback. An important part of feedback is the supervision provided to students throughout their education, particularly in connection with written assignments.

The Swedish Higher Education Authority discusses how various legal issues are and should be handled in assessments of bachelor’s and master’s students in the report Rättssäker examination (Fair examination). The report can be used to help ensure legally secure assessments.

Examinations in doctoral education

In doctoral education, examinations are carried out in two ways: through courses and in the public defence of a doctoral thesis. In Guidelines for Third-cycle Education, the Vice-Chancellor has specified the conditions for planning and conducting doctoral education. This document also discusses examinations.

According to guidelines for doctoral education at Uppsala University, the disciplinary domain/faculty board that has been assigned the overall responsibility for doctoral education must, if necessary, issue supplementary regulations on the examination of compulsory components. The local regulations provide information about licentiate seminars or defences of theses, about the examining committee and grading of doctoral education (in the disciplinary domains of Science and Technology, Medicine and Pharmacy and Humanities and Social Sciences).

Doctoral students receive feedback in many different ways. Obviously, supervision allows for continuous feedback and discussions on a wide range of questions related to the doctoral student’s dissertation. Feedback is also provided through participation in and presentations at internal seminars and international conferences. Furthermore, the individual study plan (ISP) is a mandatory tool for follow-up and planning that is updated annually and is approved by the head of department, or other appointed person, after consultation with and between the doctoral student and the supervisor. Most doctoral students also receive feedback at mid-way seminars and/or final seminars or mock defences, often using external examiners.

In case of any perceived problems with their educational situation, doctoral students should contact the director of studies or their supervisor. Doctoral students can also request advice and support from the local student liaison officers at the students’ unions bachelor’s, master’s and doctoral student ombudsmen, who are appointed by all the students’ unions.