Active Participation 

All courses at CBS must conclude with an assessment, though not necessarily through a formal graded exam. Under the ‘Active participation’ exam format, students are assessed on a pass/fail basis, based on their engagement with the required learning activities.  The activities must be of a nature that allows the teacher to make an overall assessment of whether the learning objectives have been satisfactorily fulfilled, and the individual student therefore has passed the exam. The required activities must be outlined in the course description, which should also describe how the re-exam will proceed. 

In the ‘Active Participation’ approach, providing students with formative feedback throughout the course is essential. To achieve this, teachers must focus not only on designing engaging activities but also on carefully planning how to deliver meaningful and effective feedback. 

Important to know:

  • The pass grade in the ‘Active Participation’ format equals the Danish grade of 2 or above. 
  • Exam formats must be approved by the Study Board no later than 1 January for Bachelor programmes or 1 February for Master’s programmes. 
  • At programme level, a maximum of one-third of courses can use grade-free exam formats. This includes ‘Active Participation’ and other grade-free assessment methods.
  • Teachers implementing ‘Active Participation’ exam formats in 2025 are eligible to apply to their Study Board for 25 Prophix hours for their development. 
  • For more information on formal guidelines, see page on Share about the ‘Active Participation’ format: https://cbsshare.cbs.dk/eduservices/studieadministrationen/AdministrativePlanningUnit/eksamens-hub-for-tap/Pages/Aktiv-undervisningsdeltagelse.aspx. 

Why choose this format?

This exam format was introduced at CBS to support these pedagogical purposes: 

Promotion of deep learning 

The ‘Active participation’ format is designed to promote deep learning by encouraging students to engage in classroom discussions, group work, and other interactive teaching methods throughout the course. This approach aligns with CBS’ overarching educational philosophy, which prioritises active engagement with learning and application of knowledge. 

Promotion of study intensity 

By utilizing the ‘Active participation’ format, the focus shifts away from a final exam or grade and towards greater engagement with the teaching activities and feedback. It provides students with good opportunities to engage in a variety of relevant learning activities and demonstrate their knowledge individually and in groups at multiple points throughout the course.  

Quality feedback during the course 

This assessment format has the potential to enhance CBS’ feedback culture over time. Through active participation, students get more opportunities to receive actionable, forward-looking feedback. This aims to encourage them to take ownership of their learning by developing effective study techniques, building confidence in applying knowledge in class discussions and problem-solving, and ultimately improving their learning outcomes in the course. 

Addressing exam anxiety 

This assessment format makes formative feedback an essential element of the course, reinforcing CBS’s commitment to cultivating a strong feedback culture. By embedding feedback into active participation, students get more opportunities to receive actionable, forward-looking guidance. This aims to empower students to take ownership of their learning by developing effective study techniques, building confidence in applying knowledge during class discussions and problem-solving, and ultimately achieving improved learning outcomes.

What to consider?

Large classes 
If there are many students in a course the teacher may struggle to provide meaningful individual feedback. In such cases, teachers may look at the opportunities offered by group activities and group feedback. 

Study level  

Active participation is particularly relevant when choosing the educational approach for first-year students, who are transitioning to higher education, as well as those in the first semester of a Master’s program. In first-year pedagogy, fostering active participation may help to engage students and develop foundational skills and a strong academic mindset.  

For first-semester Master’s students, active participation also plays a key role. Here, it supports the shift to advanced, self-directed learning and critical thinking that postgraduate education demands. Both groups benefit from teaching strategies that encourage engagement, as this strengthens their learning outcomes and prepares them for the challenges of their respective programs. 

Teacher workload 
 
While ‘Active participation’ format does not necessitate that teachers plan exams and assess students, it does come with a workload. Key areas of this workload include: 

  • Designing diverse activities: Creating a variety of individual and group-based activities in support of the course’s learning objectives.  
  • Providing feedback: This could include developing feedback rubrics and deciding how to deliver individual or group-based feedback on contributions. 
  • Monitoring and tracking engagement: Regularly observing and recording students’ participation.  

Active Participation vs. Mandatory Activities

At CBS, mandatory (or compulsory) activities are tasks students must complete to qualify for the final exam. These are formative and require teacher approval, granted when a genuine effort is shown. In contrast, ‘Active Participation’ is not a prerequisite for an exam but is itself the method of assessment. Students are evaluated on their engagement and performance throughout the course and awarded the ‘pass’ grade based on how well they meet the learning objectives through ongoing participation. The pass grade in the ‘Active participation’ format equals the Danish grade of 2 or above.