Background: No overview exists of the types of exams used in medical education in Norway. In this study, we have identified these and analysed the reasons why directors of studies choose a particular type of exam. The aim has been to form an overview and to frame the reasoning behind assessment practices in Norwegian undergraduate medical education in an international and research-based perspective.
Material and method: We gathered information about the types of exams used in the four undergraduate medical education programmes in Norway. We also conducted semi-structured interviews with a director of studies at each university. The strengths and weaknesses of the types of exams used were discussed in the interviews.
Results: The number of exams, the types of exams and their position in the study programme varied considerably across the four study programmes. Multiple-choice exams were the most common, supplemented with various oral exams and practical assessments. Arguments for choosing the various types of exam were largely related to the need for standardisation, objectivity and resource availability.
Interpretation: Assessment seems to be largely intended to measure and control, while the opportunities to foster learning that examination affords are not well exploited. Systems thinking in relation to the different intentions of the types of assessment, which is touched on in international guidelines, seems to be a low priority.