Many courses within higher education are assessed by “faculty standards” sometimes based on the implicit assumption that “it has always been like this, therefore it is the best”. Selecting and combining different assessment modes in an effective manner for a particular course are central issues. The process does not always entail a simple and straight-forward decision making. The main purpose of this paper is to examine the current assessment modes and practices at Lund University’s Faculty of Engineering (LTH) and provide suggestions for improvements. This study is based on the combination of a literature review in the field of teaching and learning, on empirical material obtained from surveys and group discussions with 22 teachers at LTH, as well as on experiences of the authors of this paper in their capacity as course leaders and teachers. The study focuses on the critical examination and analysis of issues concerning some main forms of assessment (especially project work and written and oral assessment) applied in the five selected courses. The results show that both teachers and students are more positive to the project and written examination than oral assessment. Based on the results of the analysis and the experiences of teachers, the paper provides advice for improving the quality and efficiency of assessment through combinations of assessment elements
