Section 12(5), second sentence, item 4 of the MRVO stipulates that, in order to ensure the program’s manageability, among other things, “an adequate and workload-appropriate frequency and organization of examinations” is required, which “is coherently justified in an examination concept and whose appropriateness in relation to the academic workload is regularly assessed with Student input as part of the study programme’s ongoing development within the meaning of § 14 […].”
FAQ category: 21 Examination Concept
The explanatory notes to Section 12(5), second sentence, item 4 of the MRVO state that an examination concept is required if the study programme “systematically provides for more than one examination per module.” The explanatory notes to Section 12(5), item 4 of the MRVO define the term “examination” as “[t]he legally valid proof that the qualification goals of the module have been achieved. This also includes prerequisites, academic achievements, or other forms of evidence, such as the completion of an internship, the conduct of a laboratory experiment, or participation in field trips.”
The function of an examination concept is described in § 12(5), sentence 2, item 4 of the MRVO. The text of the criterion indicates that an examination concept serves the purpose of ensuring “an adequate and workload-appropriate frequency and organization of examinations.” The explanatory memorandum to this section further states that, among other things, an “adequate and workload-appropriate frequency and organization of examinations” ensures that the study programme “can be successfully completed within the standard period of study.” The explanatory memorandum further states that the examination concept must be tailored to the specific study programme and, in addition to “didactics and competency-based learning,” must make clear “that the overall examination workload is reasonable, does not increase as a result of an increase in the number of exams, and that a sensible distribution of the examination workload throughout the semester is ensured.”
Section 12(5), sentence 2, item 4 of the MRVO does not specify the nature or scope of an examination concept; consequently, the Accreditation Council also grants higher education institutions considerable discretion in this regard. An examination concept must relate to the specific study programme, fulfill the function described in FAQ 21.3, and is evaluated against this standard during the accreditation process. The higher education institution decides which format is most appropriate in each specific case. The explanatory notes to Section 12(5), second sentence, item 4 of the MRVO state the following in this regard: “The [examination] concept may be presented in an appropriate section of the self-documentation or in corresponding documents of system-accredited higher education institutions.” From the Accreditation Council’s perspective, an examination concept as a standalone document is therefore just as acceptable as other forms of presentation deemed appropriate by higher education institutions.
The Accreditation Council assumes that the examination workload throughout the course of study—and thus also the appropriateness of an examination concept in terms of workload—is, as a matter of course and regardless of how many examinations are scheduled per module and per semester, subject to continuous monitoring of academic success with Student participation within the meaning of § 14 MRVO. In this case, no additional measures are required pursuant to the requirements of § 12(5), second sentence, item 4, MRVO.
The explanatory notes to Section 12(5), second sentence, item 4 of the MRVO state that “[i]f higher education institutions systematically schedule only one exam per module, resulting in a maximum of six exams per semester, […] a description of the examination structure in the module descriptions or examination regulations [is sufficient].” A more detailed description of the examination structure within the framework of an examination concept is not mandatory in this case.
For the sake of completeness, it should be noted that, even though a systematic description of the examination concept is not required as part of an examination concept, the higher education institution must ensure that the frequency and organization of assessments are appropriate to the academic workload, incorporate this into the ongoing monitoring of academic success, and have it reviewed as part of the accreditation process.