Open information letter regarding students' request for access to past final exams
In the spring of 2026, the SHA Executive Board requested access to all final exams taken at the University of Akureyri in 2025. The time is now approaching when this data will be handed over and made accessible to students. We therefore feel it is important to clear up a misunderstanding that we have recently become aware of.
Background
Year after year, students contact SHA because they have difficulty gaining access to older final exams. This is more common in certain study programmes, although cases do regularly arise from all faculties. SHA has sought to guide students regarding their rights, and representatives of the association have advocated for improved procedures in order to prevent such issues. However, it has proved difficult to establish a consistent procedure, and as a result, such cases continue to be brought to the association.
Under the Information Act No. 140/2012, everyone who requests it is granted a clear right of access to public documents, within the limits set by the legislation. Everyone is therefore free to request access to public documents held by public institutions, such as final examinations.
Why do old exams matter to students?
Courses differ greatly from one another, and so do teachers. We are facing a situation where assessment is becoming increasingly one-sided, students’ opportunities to demonstrate the knowledge they have acquired are decreasing, and final examinations are playing an ever more significant role in assessment. It has therefore never been as important as it is now for students to have access to information that provides a realistic picture of how learning outcomes are assessed.
The purpose of access to older examinations is not to encourage learning exam questions by heart or to enable students to repeat previous exams, and we have not requested the answers to exams. However, students’ experience shows that access to older examinations gives them insight into how knowledge is assessed, which skills are emphasised, and how much depth of understanding is expected in final examinations. This promotes greater equality among students, more focused preparation, reduces uncertainty, and increases the likelihood that students will focus on the actual learning objectives of the courses. Unfortunately, in many courses, students do not have the opportunity to gain such insight through assignments and feedback before they sit the final examination.
It should be made clear that in many courses, this is done in an exemplary manner: teachers thoroughly review the subject matter, points of emphasis, and expectations. There are also courses where either older final examinations or example questions are published that provide a realistic picture of the subject matter, depth, exam format, emphasis, and expectations. Those responsible for such practices deserve recognition.
That being said, this is not the situation in all courses, and that is what we would like to change.
What can be done?
Our hope is that rules will be established to create a coordinated procedure across faculties and study programmes, ensuring that students have access to at least one older final examination from each course, showing the actual subject matter of the course, without having to initiate an administrative case in order to enjoy their rights. An older final examination generally provides the clearest picture of the structure of assessment, the emphasis of the course, and the requirements placed on students.
In cases where legitimate reasons prevent the publication of older examinations, such as where clausus examinations are concerned, SHA considers it important that students be guaranteed access to comparable preparatory material. Such material may take the form of a sample examination, a collection of practice questions, or other material that reflects the actual format of the examination, its main areas of emphasis, and the depth of subject matter expected of students.
Such a procedure would promote greater transparency, better conditions for students’ learning, and increased equality among students across study programmes. It would also give teachers more control over which examinations are published, allowing them to ensure that the examinations made available provide a realistic picture of the assessment. We hope that SHA will never again need to take such extensive measures to ensure equal access for students to information, and we are ready and willing to assist the university in developing procedures so that the outcome may be beneficial for all parties.
Frequently asked questions
Which examinations were requested?
Only final examinations sat in 2025.
Were answer keys requested?
No, only the examination questions.
What will be done with the examinations?
The examinations will be published in a closed document repository operated by SHA, where they will be made accessible to all students at the University of Akureyri.
Will this be done every year?
We hope that a joint effort will mean that such measures will not be necessary in the future.