Guide to the exam period ****************************************************************************************** * ****************************************************************************************** • An exam is a gathering of colleagues. It aims to dem benefited the student and that the teacher has impar learning outcomes. • The teacher is pleased with the students’ good perfo present what they have learnt. • The student demonstrates his/her knowledge and under by the teacher or course guarantor (see SIS) as he/s course content and the student’s acquired competenci • Both the teacher and the student shall prepare for t skills/knowledge so that there is no doubt about fai • The teacher shall ensure that the conditions of the students or that an equal opportunity rule is ensure • Students and teachers know that each person uses dif they adapt to them in their interaction. This means differently, just as students react differently when • The teacher is correct and supportive in the exam. H is making a factual assessment of the student's perf to frustration may contribute to the student's loss performance. • It is difficult for the teacher to deal with an emot The teacher understands his/her feelings, but cannot transparent assessment. The teacher cannot change hi the exam for the reasons given. On the other hand, h consultation on the subject as an appropriate type o may be referred to psychological counselling provide Carolina Centre [ URL "https://centrumcarolina.cuni. by the Carolina Centre [ URL "https://centrumcarolin • In case of need or complications, the teacher can co programme. • The student should take the exam in a medically and takes an exam while ill, this is not a violation of of the faculty or teacher. (For example, if a studen from a fever, which would affect his/her academic pe retroactively invalidate the exam result by referrin • The teacher decides the result of the examination. T teacher’s comments at the very end of the examinatio a given evaluation for his or her performance. The s about this. • Both the teacher and the student know that it is pos outcome that can occur. However, it is not intended the student and the teacher in any way. • The teacher has his/her consultation hours in which consult any uncertainties the student has. • The student shall always excuse himself/herself from ****************************************************************************************** * Students with special educational needs ****************************************************************************************** • Students with special educational needs have the opp to their studies and examinations, which are defined assessment. • The diagnostic interview assessment is a document is specific student. Other documents are irrelevant. • The diagnostic interview assessment specifically des intended to support the student’s studies. • Neither the student nor the teacher can propose and exam/study. • If the student considers that he/she needs different he/she shall again contact the provider of diagnosti centrumcarolina.cuni.cz/CCENG-14.html"] , who will u assessment according to professional judgement. • A student with special educational needs may, but is teacher to request a modification. • The student can contact the teacher directly or the "FHSENG-1373.html#2"] to request a modification. • In this case, the student submits the diagnostic int that the teacher is familiar with the type of modifi • When the student contacts the contact person, the co teacher on his/her behalf and communicates the resul • The student shall request the modification at least date so that the modification can be arranged. Other guaranteed (especially if it concerns the spatiotemp • In the case a student who has requested a modificati student should inform the teacher by email so that h to arrange the modification for that date. • The teacher, unless it conflicts with the nature of modification, either alone or in collaboration with or the contact person. • Modifications usually involve increasing the time of for preparation, conducting the written examination for oral versus written examinations, use of specifi outside the examination period, etc. This guide was created based on feedback from students and teachers.