1. * Evaluation: Who will evaluate the performance of the PhD student? How will the assessment be performed towards the examination goals? How and with whom will the results of the assessment be communicated? How will the assessment be documented? ** Pedagogical consequences: If the assessment identifies weaknesses in the PhD student’s performance: What are the pedagogical consequences? What kind of educational support can be provided in order to facilitate the PhD student’s development? What tools and strategies can the supervisor apply to support this development? Aims of today’s workshop Examination Workshop 30th March 2011, SLU The aim of today’s workshop is to deliver suggestions for the layout of SLU’s future PhD education. Please make suggestions based on your experiences, visions and the general examination goals. Ask yourself: How can the PhD student’s development towards being an independent scientist be supported? How can the examination goals be assessed during the PhD education? The main focus of today’s workshop is on the first half (up to 24 months) of the PhD education. Please observe that the questions raised below should be answered considering a ”normal” relationship between supervisor and PhD student. Solutions for worst case scenarios (e. g. when PhD student and supervisor have severe conflicts and want to cancel the education) shall NOT be part of today’s workshop. 1 Questions to answer (see Table provided)

2. Time (months) TypeCriteria Evaluation: Who? Documentation?* Pedagogical consequences?** First assess ment at latest after 6 PM Considering the examination goals for the four year education towards a doctoral degree and the character of the subject, the PhD student has at the first assessment demonstrated a sufficient ability to within a given time, in written form (max. 10 pages), present and discuss objectives and hypotheses of the research planned to form the basis of the thesis. 12Seminar Considering the examination goals for the four year education towards a doctoral degree and the character of the subject, the PhD student has at the second assessment demonstrated a sufficient ability to orally in an academic context present and discuss objectives and hypotheses of the research planned to form the basis of the thesis. 24 Seminar, Papers, Manus- cripts Considering the examination goals for the four year education towards a doctoral degree and the character of the subject, the PhD student has at the third assessment demonstrated a sufficient ability to be an active part in all steps in a research process and in a given time, in written form, analyze, present and discuss some of results from the research planned to form the basis of the thesis. Academic assessment of the PhD student’s educational progress – part 1 Examination Workshop 30th March 2011, SLU Please observe: Grey fonts indicate suggestions. Black fonts indicate fixed aspects.

3. Time (months) TypeCriteria Evaluation: Who? Documentation?* Pedagogical consequences?** 36 Seminar, Papers, Manus- cripts 46 Pre- exami- nation of the thesis 48 Oral defense= dissertati on Academic assessment of the PhD student’s educational progress – part 2 Examination Workshop 30th March 2011, SLU 3 Please observe: Grey fonts indicate suggestions. Black fonts indicate fixed aspects.