Norway has a long tradition of using external examiners during examinations and grading. However, a recently passed higher education reform requires a different use for external examiners. The Quality Reform of Higher Education calls for more learning-oriented assessment methods, allowing more feedback for students during the course of their studies. Examples of such methods are modular examinations, projects, and portfolios. As part of the reform, external examiners are also expected to contribute to improving assessment systems. This article describes an assessment project carried out at the Department of Marine Technology at the Norwegian University of Science and Technology in the spring of 2002. In the study the external examiner did not have the adequate experience to evaluate assessment methods, or contribute actively in discussions about the subject's assignments, teaching schedule and methods. Cooperation between the subject teacher and the examiner on criteria for, and assessment of, specific papers was most useful.