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Digital Examinations: Non-AES Subjects

Equity

Authenticity

Quality

Feedback & Student Voice

Digital Exams Context

Other

Guided Reflection Points, select icons below:

Digital Exams Context

Online assessment in different formats has featured in Study Group programmes for some time. Prior to the pandemic, some modules incorporated digital examination questions that were completed and/or submitted via VLEs. At the beginning of the pandemic, the need to deliver all assessments remotely with little notice led to a number of solutions being implemented across the network. The only network-wide standardised programme at that time was AES and a scalable solution was sought to deliver the range of examinations needed as part of the module. After considerable work at the time by the AES team within the Academic Office and the IT team, WISEflow was identified as the most appropriate digital examination platform solution. The digital examination platform was selected due to multiple technical and security features. It was also selected as the authoring tools were suitable for the creation of AES exams in the most appropriate format. In early 2022, some ISCs were enquiring about using WISEflow for non-AES subjects. The Academic Office were keen to ensure that, if this was done, there were some measures in place to mitigate any issues and maintain the quality of the student experience. A small informal pilot took place followed by a more comprehensive pilot and reporting in the 2022 – 23 academic year co-ordinated through the new Curriculum Office. The pilots reported on: Academic Year 2023 – 2024: the Global Digital Assessment Co-ordinator role moved into the Study Group Digital Learning team. In a review of ISC Wiseflow support needs and use of the platform, it was identified that: at least 6 centres are using Wiseflow for digital examinations in non-AES subjects; at least one centre is using an additional different digital examination platform.

  • Impact on student experience
  • Student feedback
  • Staff feedback

  • Impact on examination security
  • Impact on operational efficiency
  • Impact on innovation and pedagogy

Other

  • How are the costs for digital examinations development, implementation, and use captured?
  • Are the digital examination duties and time within or in addition to an individual’s role? Are there duties for any part of digital examinations that would be included in new roles for the centre?
  • How has data security been considered? How has data storing been approached?

Authenticity

  • Does the assessment replicate the type of assessments students will encounter when they progress onto their degree courses e.g. a mixture of digital/ non-digital examinations?
  • How are skills needed for employability being developed through digital examinations?
  • How are skills needed for their future studies being developed through digital examinations?
  • How are the students informed about the rationale for taking a digital examination?

Equity vs. Non-Digital Examinations

  • How are you addressing student assessment literacy (familiarity with a specific assessment type and accessing the feedback) for digital examinations?
  • How are you addressing student digital literacy (transferable technical skills and knowledge needed to access the platform)?
  • What formative assessment opportunities are you providing to students to use the digital platform and practice responding to different question types and features e.g. pop-up keypad?
  • If a student cannot complete or enter an exam due to technical difficulties, is there a technical reattempt opportunity not just the academic module assessment reattempt opportunity? Is there a need for additional exam papers or questions for a technical reattempt?
  • Where are students taking their digital examination? How are students informed about digital exam room requirements and conditions for both ISC (multiple students taking the exam in one room) and non-ISC (students sitting the exam individually) locations?
  • How are staff trained to be able to prepare students for the digital examination, invigilate, mark, or respond to other queries?
  • What steps are taken to make the digital examination accessible to all students e.g students with learning differences or other needs?
  • Is the digital examination platform and tasks meeting the subject specific needs for the learning outcomes of the module and assessments?
  • If the digital exam is a direct replica of an existing paper-based exam, are any adjustments needed?
  • Are there differences in timing for /before/ during/ at completion/ stages of the digital examination as it is a different learner journey versus non-digital? Has ‘virtual fatigue’ been considered in digital examination timing?

The document will be shared in subject lead meetings with the Curriculum Office leads in January 2023.

  1. Use the PDF word document or interactive genially version of the content to reflect on the use of digital examinations in your ISC.
  2. Share the reflection prompts or your own response to the prompts with relevant colleagues in your ISC in the relevant forums.
You do not need to share your reflections with Study Group Digital Learning or the Curriculum Office, unless you would like to, at this stage. If you do want to share the reflections, please email them to Nilay Eyre, Global Digital examination Co-ordinator: nilay.eyre@studygroup.com or arrange to meet Nilay for an informal meeting.

Purpose of this Document

Quality

  • What processes have you undertaken to have digital examinations approved for the subject/level/assessment type?
  • Is your External Examiner reviewing the digital examinations and including this in their reporting?
  • Was there commentary on digital examinations within your 2022 – 2023 AMR? Are there any actions which you are logging in your Centre Action Plan or in some other way during this academic year?
  • Is this a short term one-year academic use of digital examinations for the subject/ level or is it to become embedded feature of the programme which may need to be reviewed?
  • Does your partner university need to be informed about the use of digital examinations in any of the programmes? How are they kept informed?

Feedback & Student Voice

  • How well does your assessment achieve assessment of and assessment for learning?
  • What training and support is provided to tutors to enable them to make full use of the feedback tools and data analytics on the digital platform?
  • How is student voice captured about their experience of digital examinations?