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Introduction:

You have taken part in examinations of your students, you have acted as examinator. 
And that has been an experience. It is now the task to lift that experience to a higher 
level of understanding thereby consolidating the experience and making it into an 
instrument for future action. 
 
There are no files attached. The materials exist with you and your already have 
experiences. Cut to the bone the question is what you learned from the process of 
examining students. It is you who must define how your experience can be conveyed 
to others in written words or as spoken words in i.e. a radio broadcast, which key 
moments to portray, which key words to use to describe the stages in the process you 
have experienced, for ex. a stage of turbulence and some confusion when confronted 
by unforeseen matters, or a stage of settling the insecure matters and substituting 
them with productive routine. Maybe you noticed a pattern of tradition appearing on 
the stage of your experience in the form of students being unpleasantly surprised by 
certain questions deemed difficult to understand yet completely justified in the 
situation and by a bit of consideration accessible as questions. Then what did you 
make of this pattern of certain reactions? Were the students not sufficiently prepared 
for questions from a different angle or expressed with different words? Did you 
conclude that there appeared to be some trend there and what to do with it? Were 
there &lsquo;problems&rsquo; during the examinations that you gained experiences from, worth 
describing for others? And so on. The field is yours.

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