Editorial

Examinations are a central part of the everyday life of teachers and students at colleges and universities. Consequently, examinations must also be considered in the discussion around the quality of teaching and learning. Competency-based testing at universities means addressing the question of whether students have developed competencies in a way that enables them to solve relevant problems. Due to the COVID-19 pandemic, many instructors have been forced to restructure their teaching and use online formats for exams as well. As a result, long-virulent scholarly discourses about online teaching and online exams have gained new momentum and poignancy. In 13 contributions, the authors deal with the theoretical foundations of different examination formats and refer to practical examples from different disciplines.