Join us for a discussion of recent publications about digital solutions for high-stakes exams.
If you only read one thing – make it The future of assessment: five principles, five targets for 2025, Jisc’s recent report on how to make assessment ‘more authentic, accessible, appropriately automated, continuous and secure.’
Questions to consider
- How do the ideas presented match up with your own experience of (digital) high-stakes exams?
- What are the advantages/disadvantages of digital exams for students, staff and institutions?
- Based on the readings and your own experience, is this the future of assessment?
Masterman, E., (2018) Typed versus handwritten essay exams: is there a need to recalibrate the gauges for digital assessment? A literature review of the differences between typed and handwritten summative assessment.
Hillier, M., (2015). e-Exams with student owned devices: Student voices. A study in which students were given a choice between traditional and typed (BYOD) exams.
Allan, S. (2020). Migration and transformation: a sociomaterial analysis of practitioners’ experiences with online exams. A theoretical argument about technological assumptions around digital exams.
Brunel’s Digital Assessment blog contains numerous posts charting the university’s use of e-exams. Posts especially relevant to our discussion include