The world is currently in the aftermath of the covid-19 pandemic where our lives and our society are slowly beginning to return to normal. Sweden, among many other countries, implemented regulations regarding social distancing, which had a huge impact among the institutions within Sweden's higher education system. In a short amount of time, institutions had to drastically shut down face-to-face classes and made a switch to distance learning. This thesis explores how the transformation towards distance examination affected different institutions within a Swedish University and what consequences arose during this transition. To investigate this subject, we preformed qualitative interviews with 12 directors of studies within different institutions at Umeå University. The results of our interviews showed that, while having some experiences that were similar, the impact distance learning had on examinations differed a lot among the institutions. Our findings showed that different institutions fared differently when it came to doing exams, preparing exams and dealing with the fallout of changing quickly to a different form of education.  The institutions that was most impacted by changing to distance education was the institutions that used more onsite exams and practical exams. These institutions had the most issues with controlling cheating and trying to make the exams as equal as possible. The institutions that had the best outcome generally were those that already had a lot of home exams and seminars that fitted the transition to distance education better. There were also issues with privacy and coherence in what recommendations to follow that stood out during the course of our interviews. In our study, we have identified five challenges that will bring new information to the field and help universities make a more efficient transition towards distance examinations in the future.

This research focuses on how help materials impact on high school students history learning. The concentration lies in putting the students at the center of the research and highlighting their attitude to the method. The essay tries to report statistics and facts about the students' attitude to the learning method. The essay must seek answers to what specific abilities are developed within the didactic area of history and how cause-effect is reasoned. The essay is a preliminary investigation for possibly a more advanced investigation in the future. The sources were provided by student and teacher responses to an aided test. The essay seeks answers to the following questions in order to achieve the purpose of the research: How do aids in examinations affect students' learning? How do students relate to the specific learning method? How do the teacher relate to the specific learning method? Which perspectives on history appear in the student answers?      The survey was carried out in a vocational high school located in a medium sized city in Sweden. 12 students participated in the survey. In the essay, an inventory design study with structured interviews is applied. Structured interviews are often used as a research strategy in both qualitative and quantitative methods.      The results show that the students have a positive attitude towards the learning method and that the method has a positive effect on their subject knowledge within the subject of history. The study as a whole needs to be seen as an initial preliminary investigation into how the method of using aids in examinations affects the students' historical subject progression in history.

This essay is about how thinking skills are requested in examinations in the course religion 1 in Swedish upper secondary schools. To investigate this an analysis template has been created which is constructed from Göran Svanelids theory the big five, who explains which abilities the Swedish curriculum demands. The main question for this study is How clear and to what extent are the abilities who Göran Svanelids theory the big five points out in exams within the course religion 1? To answer this, three support questions has been made. The First is about how these abilities change between the program they are used. The second one is how the form of examination affects the possibilities to show the abilities and lastly how the kind of question affects the possibility to show the abilities. The analysis template and theory derive from the Swedish curriculum and the lecturer Göran Svaneldis analysis of the curriculum. He found five thinking skills or abilities which all subjects value and who the pupils are supposed to learn. These are; concept skills, the skill to analyse, communicative skills, the ability to perform a procedure and metacognition. These abilities have been operationalized to become a theory to inspect how well and to what extent they are asked for in an examination. Therefore, this study is based on text interpretation of the examinations, with an aim of being both qualitative and quantitative. Out of the total amount of 106 emails sent to principals, teachers and administrative personnel at upper secondary school’s total of 38 examinations were collected1. 14 out of these were written tests, 16 were written essays and eight were oral examinations. The result displays that all examinations ask for the abilities but not all types of questions in the examinations ask for all abilities. The closed type of question only gives the opportunity to show concept skills. The concept skill is the most visible ability in all exams, the secondly most visible skill is the communicative skill, thirdly the analysis skill, fourthly is the skill of procedure and fifth and lastly, the metacognitive skill. The conclusion is that programs who aim to ensue further studies ask for all abilities to a larger extent and with a higher level of clarity. While the vocational program who aim to ensure a working career after upper secondary school ask for the abilities with a lesser clarity. Written essays are the best form of examination to ask for the abilities to a larger extent and with a higher clarity than oral examinations or written tests.

I detta arbete undersöks och analyseras några möjligheter och utmaningar med elevers användning av generativa AI-verktyg såsom ChatGPT ur filosofilärarens perspektiv med fokus på filosofiämnet i gymnasieskolan. Bland möjligheterna avhandlas individanpassning av undervisningen och bland utmaningarna källkritik och kritiskt tänkande och hur läraren säkrar tillförlitligheten vid examinationer i ljuset av fenomenet generativ AI. En kvalitativ undersökning har utförts bestående av intervjuer med ett litet antal gymnasielärare i filosofi kring hur de förhåller sig till elevers användning av AI-verktyg. Frågor om lärares förhållningssätt till elevers (faktiska eller potentiella) användning av generativ AI och vilka eventuella nya överväganden som AI-verktyg aktualiserar för läraren utreds och diskuteras samt hur filosofiläraren möter de nya utmaningar och realiserar de nya möjligheter som AI aktualiserar. Några goda och dåliga sätt på vilka elever kan använda AI inom filosofi identifieras och förutsättningar för en god elevanvändning analyseras. Filosofiämnet kan bidra till att stärka förutsättningarna för en god användning av AI genom att träna eleverna i förmågor som kritiskt tänkande, att formulera frågor och värdera information samt fördjupning av insikter om centrala begrepp som kunskap och sanning.