Digital exams: Achieving fairness and social justice - Executive summary

Oct 20, 2026

Uploaded by Sarah

Digital exams have the potential to make assessment more authentic by reflecting modern workplace skills and supporting flexible, inclusive assessment formats that can include multimedia. The review argues that fairness must be grounded in inclusion and social justice principles. It examines how exam mode can produce different experiences and outcomes, including input method, learner demographics, and reading comprehension. The evidence indicates fairness depends on preparation and access contexts, and it highlights targeted supports, including for students with SEND and EAL, as well as wellbeing impacts.

LanguageEnglish

CategoryExam

FormatPDF

Pages34

Reading Time1 h 26 min

AccessFree to download

Introduction

Digital exams and fairness principles

Methodology

Universal design-based evidence review

Findings

Mode of input: Typing versus handwriting

Learner demographics and exam mode

Reading comprehension and exam mode

Contextual factors

Student preferences

Digital exams: Achieving fairness and social justice Research and Innovation Alina Husain, Christopher Vincent, Faye Walker and Victoria Armstrong Executive summary Digital exams have the potential to make assessments more authentic, reflecting the skills and tools used in modern workplaces and better preparing students for future employment. Digital technology also offers flexible and inclusive assessment options, including multimedia elements. However, transitioning to digital high-stakes exams raises concerns around fairness. Fundamentally, fairness in educational assessment focuses on concepts of equity, equality and social justice, and should be grounded in the principles of inclusion for all. This review builds on previous research recommendations around digital exam design based on universal design principles. It explores factors that may lead to students having different experiences and outcomes based on exam mode, for which there is no technological solution. These include mode of input (typing versus handwriting), student demographics such as gender and socioeconomic background, and reading comprehension. The research evidence has identified that, in some cases, additional support would be needed for students with special educational needs and disabilities and students with English as an additional language (EAL) . This review has therefore highlighted how these factors specifically relate to these groups of students. It has also considered wider implications of transitioning to digital exams, including the impact on students’ health and wellbeing. The evidence from the literature does not suggest that digital exams are inherently fairer or less fair than paper-based exams, but the contexts in which students prepare for and sit these exams may impact both the perception of fairness and how assessments are experienced. Some of these issues are outside an exam board’s control. The recommendations aim to identify where support can be provided to mitigate potential unfairness, and where this research evidence can be used to inform digital exams as they evolve. Key findings and recommendations The main findings from the review, together with recommendations to support fairness in digital exams, are summarised below: • Typing speed and technological familiarity affect exam performance o Limit tasks requiring complex digital inputs, especially in time-constrained exams. o Provide touch-typing support, particularly for students with learning difficulties like dyslexia, to improve typing fluency and accuracy. • Typed essays are marked more reliably but may face higher expectations than handwritten responses o Train examiners to recognise and mitigate potential marking biases between typed and handwritten responses. • Students with EAL or lower English proficiency may find on-screen reading harder o Encourage teachers to provide regular digital reading practice in English for these students. • Screen size and positioning can affect eye health and posture o Use larger screens where possible. o Develop policies to manage screen time and support students’ health and wellbeing. • Longer texts (over 500 words) may reduce on-screen comprehension o Keep digital exam texts concise where feasible. • Familiarity with and access to digital technology underpins fairness o Improve access to digital devices, particularly for students from lower socioeconomic backgrounds and centres with limited IT infrastructure. o Ensure students have opportunities to sit mock digital exams to build familiarity and reduce anxiety. Contents Introduction ...................................................................................................................................................... 4 Methodology ..................................................................................................................................................... 4 Findings ...............................

FAQs

What does the review say about why digital exams can support fairness?

Digital exams can make assessments more authentic and better aligned with modern workplace skills. They also enable more flexible and inclusive assessment options, including multimedia elements.

Which factors can affect students’ experiences and outcomes across exam modes?

The review highlights input mode (typing versus handwriting), learner demographics such as gender and socioeconomic background, and reading comprehension. It notes that no technological solution alone can address all differences.

What recommendations are given to mitigate unfairness in digital exams?

Recommendations include supporting typing fluency and touch-typing, training examiners to reduce marking bias between typed and handwritten responses, providing digital reading practice for EAL students, and improving access to devices. It also recommends mock digital exams and policies that support health and wellbeing.

Oct 20, 2026

Uploaded by Sarah