Typed versus handwritten essay exams

Is there a need to recalibrate the gauges for digital assessment?

Abstract

In moving from handwritten to typed essay-based examinations (e-exams), the salient issue from an academic perspective is equivalence: can exams in the two modes be considered the same? This paper reports the findings of a literature survey addressing this question, conducted prior to a trial of e-exams at a leading university. The survey sought to establish whether the move results in changes in students’ strategies when composing an exam answer, and the resulting product, and changes in academics’ perception of typed exam scripts and their strategies in marking on screen. The research team concluded that the two modes of exam are not equivalent, even though differences in the marks achieved by students may be statistically insignificant. Recommendations arising from the analysis include moving to e-exams as the sole mode; supporting students and academics to develop IT proficiency for assessment; and capitalizing on the analytics available in e-exam tools to minimize the inequities that arise when exams are conducted in a single mode.