The purpose of this paper is to review and identify changes in systems of external examinations in Denmark, the UK and Norway.
Comparative analysis of studies, reviews and documents concerning the purpose and functioning of systems of external examination in three selected countries.
The paper concludes that systems of external examinations are being transformed from a focus on student performance to a focus on programme quality and coherence in all three countries studied.
The paper shows that older and newer forms of quality assurance are becoming more integrated with the potential of creating quality assurance procedures addressing teaching and learning issues more directly.
Much attention has been given to newer forms of external quality assurance schemes. More traditional forms of quality assurance have, as a consequence, received less attention although they may still provide benefits to higher education.
