CUGSC: 22 November 2007
A/02/01
HSS UGSC: 07/08 2E
Use of computers in traditional essay examinations
The problem
Most of our students complete most of their written assignments using a
word processor, but they are still asked to handwrite responses in
examinations. Many students have learned to write and to spell using a
word processor, but at a time when they are already stressed we remove
these familiar tools from them.
Further, the cognitive process involved in constructing an essay using a
word processor almost certainly differs from a wholly paper based
process. The ability to copy and paste and to go back and review words
and phrases used is not practically available when handwriting text. This
leads to fundamental differences in how students approach the task of
writing an essay.
Good practice in assessment design demands that the assessment method
aligns with the learning opportunities presented and the learning
outcomes intended. If we have not made very clear that students should
practice writing timed hand-constructed essays during the course then it
is unfair to expect them to do this in the examination. Many existing
courses within our institution fail to meet this underpinning criterion of
good practice.
The proposed solution
Allow students to type examination responses on a laptop. No other part
of the examination process needs to change. The questions are still issued
on paper, they are saved in an encrypted format and the responses can
be printed and circulated for marking. The proposal is to replace pens and
green books with a computer and a reliable, easy to use piece of software.
The software proposed is called Exam4 and was developed by a US
company called Extegrity. Exam4 has a long record of being used in high
stakes exams across the USA where it has proved to be stable and
reliable. The software ‘locks the computer down’ so the students are
unable to access the internet, the hard disk or read information from an
accessory device such as a USB stick. It provides a simple word processor
with basic formatting abilities, bold, italic, underline and justification (the
intention is not to test students’ word processing skills). The availability
of other functionality such as spell checking, or global cut and paste and
the location to which finished exams are submitted are determined on an
exam by exam basis.
1
CUGSC: 22 November 2007
A/02/01
HSS UGSC: 07/08 2E
Issues, Questions and Responses
Is the system secure and reliable? Yes. The exam questions are not
part of the software so question security is no different from traditional
contexts. The software takes regular snapshots of work in process so if a
student deleted all their work just before submitting the exam, their work
could be retrieved. All data is stored in an encrypted form and the
decryption algorithm can only be accessed by the authorised staff
member. The software has a proven record of reliability and its security
has never been compromised to date.
Is the idea acceptable to students? Of course some students like the
idea and others are sceptical. EUSA are broadly supportive of exploring
the methodology while still retaining some doubts and raising some
questions. As with any assessment method students should be given
ample opportunity to practice and become familiar with the tools to be
used, and not encounter them for the first time in the exam hall. There is
no reason why students cannot have access to the software prior to the
examination – the exam question is not held in the software.
Doesn’t it favour students who can type faster? Yes of course, but
handwritten exams favour students who handwrite faster. Writing at high
speed for 3 hours is not a skill many students will practice and some
students may have real physical problems doing it. Further Augustine–
Adams et al (2001) demonstrated that a student typing an examination
will typically perform slightly better than a student handwriting an
examination. This is partly due to writing more, but there is also
considerable evidence that the quality of word processed essays is better
than the quality of handwritten essays (Hartley & Tynjala, 2001; Ferris,
2002. Goldberg et al, 2003).
Can we offer students a choice of writing or typing? Probably not
until we can be sure there is no implication from the choice made.
Research demonstrates clearly and consistently that a typed text will be
marked more harshly than an identical piece of handwritten text
(MacCann et al 2002; Russell &Tao, 2004).
What about the pragmatics of running an exam like this? There is
no one way to run an essay exam on computer: we can adjust the set-up
arrangements for each case. There is no technical reason why students
could not use their own laptops for the exam – this would have the
advantage of familiarity. Providing power is currently problematic for
large numbers of students, but we hope to power a floor in Adam House
shortly to provide a venue. Until then extension cables would need to be
taped securely to the floor to provide power. All details about where files
are saved are embedded into the exam software, it doesn’t depend on
students saving their work with a specific name or to a specific location.
The exam scripts can be saved to network or local drives as desired;
students can also be issued with an encrypted copy of their examination if
desired. Exam scripts can be decrypted and printed question by question
for distribution to different markers. Emergency procedures should be
2
CUGSC: 22 November 2007
A/02/01
HSS UGSC: 07/08 2E
prepared in advance for how to act in the case of fire, power cuts or other
highly unusual eventualities.
References
Augustine-Adams K, Hendrix B & Rashband J (2001) Pen or printer: can
students afford to handwrite their exams? Journal of Legal education 51,
118-129
Ferris S (2002) The effects of computers on traditional writing. Journal of
Electronic Publishing 8 http://www.press.umich.edu/jep/08-01/ferris.html
Goldberg A, Russell M & Cook A (2003) The effect of computers on
student writing: a meta analysis of studies from 1992 to 2002. Journal of
technology, learning and assessment 2, 1-51
Hartley J & Tanjala P (2001) New technology, writing and learning, in
Writing as a learning tool Kluwer, Dordrecht
MacCann R, Eastment B & Pickering S (2002) Responding to free response
examination questions: computer versus pen and paper. British Journal of
educational technology 33, 173-188.
Russell M & Tao W (2004) Effects of handwriting and computer print on
composition scores. Practical assessment, research and evaluation 9
http://PAREonline.net/getvn.asp?v=9&n=1
3