Examinations are the key to academic success. They determine both what and how students learn. As such, defining the standards, methods, and practices of examination at the university is of central importance. What testing format is best? How can I ensure that students achieve the learning objectives of the course? What are the organizational and legal concerns? Is there anyone who can help me with didactical matters?
The advantages of written testing are relatively clear: Testing conditions, questions, and grading scales are the same for everyone and you can assess the performance of a large number of students in a limited amount of time. But where does written testing reach its limits? More
Practical testing comes quickly to mind when the focus of learning is on competencies. What better way to give students the opportunity to show what they can do than in the direct application of their knowledge, skills, and abilities in practice. More
Oral examinations are most commonly perceived as a form of verbal dialogue between student and evaluator, in which open questions are posed, covering a range of information from purely factual knowledge through to the practical application of knowledge. Yet, there is a great variety of forms of oral examination of which you may not be aware. More
Because they reduce the grading workload through automatic scoring, multiple choice exams are a useful instrument for testing large numbers of students. Yet, there are some important factors to consider when designing a multiple choice exam. More
If students want to have credits and examinations completed at other universities acknowledged toward their studies at TUM, a specialist from their respective program, usually the module coordinator, must first determine if the learning outcomes of the credits and examinations in question are equivalent to those of the TUM. But what exactly do we mean by “equivalent”? More
Student numbers have increased significantly in recent years – and lecture halls are scarce. To ensure the effective and efficient allocation of these facilities for lectures, examinations, and conferences, we have summarized for you below the most important policies regarding lecture hall reservation. More
Many teachers are unsure about the correct procedure for the student review of graded exams. The TUM’s Academic and Student Affairs Office has assembled a pamphlet of “Recommendations for the Review of Graded Exams” providing information on the legal requirements of exam review, as well as recommendations for the planning and implementation of exam review.
Recommendations for the Review of Graded Exams (pdf, 234 KB)
Here, you will find seating charts for the TUM’s main lecture halls, as well as alternative testing sites such as student cafeterias and ZHS [Zentrale Hochschulsport] halls, on the main campus and in Garching to help you better plan your examinations: Overview of rooms available via TUManager (login with your TUM-ID).
Lectures, exercise courses, practical courses, seminars, and projects constitute the instructional framework of the teaching at TUM. This section sketches the advantages and drawbacks of each of these course types, and provides hints on optimizing your teaching formats. More
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TUM Center for Study and Teaching
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