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Evidence combines desk research, quantitative surveys of teachers and the general public, and qualitative work including AQA school pilots, focus groups, and SENCO/exams-officer interviews. The report also evaluates carbon impacts comparing digital and traditional paper-based exams, and proposes mitigations across equity, cost, and preparation to support responsible adoption.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/making-it-click-the-case-for-digital-examinations-in-england-october-2023/618948/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/making-it-click-the-case-for-digital-examinations-in-england-october-2023/618948.png","ImageObject",300,407,{"name":92,"@type":93},"Jiven","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What benefits does the report identify for digital exams in England?","Question",{"text":111,"@type":112},"The report highlights preparation for real-world practice, greater inclusion, environmental sustainability, improved student digital skills, and longer-term gains such as adaptive flexible assessment and increased efficiency.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does the report gather evidence about digital examinations?",{"text":116,"@type":112},"It uses desk research, quantitative polling of teachers and the public (including parents and young people), and qualitative research including AQA pilot studies, focus groups, and in-depth interviews with educators and SENCOs.",{"name":118,"@type":109,"acceptedAnswer":119},"What implementation issues and mitigations does the report discuss?",{"text":120,"@type":112},"The report examines equity, cost, and preparation considerations, and outlines mitigation approaches to address barriers to responsible rollout of digital exams.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},618948,1792462047,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},1099513958607,"https://ap-avatar.wpscdn.com/avatar/100002390cf8733938c?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778829742770036399","Making it Click: The case for digital examinations in England  \nAdam Steedman Thake  \nOctober 2023  \nAbout the author  \nAdam Steedman Thake is the Policy and Evidence Manager at AQA, where he leads the development of evidence-based policy. He has a decade of experience working in education and began his career as a primary school teacher in Tottenham. He then moved into the Civil Service and worked in policy and strategy roles across the Department for Education and the Ministry of Justice. Adam has an MSc in Social Research from Birkbeck College, University of London and an MAin History from the University of Manchester.  \nAbout the report  \nThis report explores the potential benefits of and attitudes to digital exams. It also examines potential implementation issues digital exams may face and the mitigations that can be taken to overcome these. This report is informed by a large variety of evidence from different sources. These are:  \n1. Desk research of academic research, official government reports, and case studies of jurisdictions which have already moved towards digital exams; links to sources are provided throughout.  \n2. Quantitative research:  \na. Polling of over 6000 teachers through TeacherTapp.1  \nb. Polling by Savanta of over 2000 members of the general public, nearly 1,000 parents of secondary school-aged children, and over  \n1,000 young people aged 11-182; all samples (a. and b.) were appropriately weighted tobe nationally representative.  \n3. Qualitative research:  \na. AQA’s own pilot studies of digital exams in schools across England. These included quantitative questionnaires of students (sample of nearly 1700) and focus groups with students (over 200 participants) and teachers (over 30 participants) to gain a deeper understanding of the experience of taking digital exams  \nb. 17 in-depth interviews with Special Education Needs Co-ordinators (SENCOs) and exams officers about the potential for digital exams to facilitate greater inclusion.  \nc. 10 focus groups and 6 in depth interviews with teachers and senior leaders across the UK to identify the benefits and challenges of digital exams, conducted by Yonder  Consulting.  \n4. An initial analysis estimating carbon impacts associated with digital exams and traditional paper-based examinations; the results of this are summarised in this report, undertaken by Blue Marble.  \n1 TeacherTapp polled 6,198 teachers in July 2023. Results are weighted to reflect national teacher demographics and school characteristics.  \n2 Savanta polled: 1,010 young people aged 11-18; 974 English parents of children aged 11-18; and 2,089 English adults as the ‘general population’ sample. Data were weighted to be representative of England by age, gender, region, and social grade. Interviews were conducted online between 27th July – 17th August 2023.  \n3 It is important to note that Savanta conducted interviews with all groups over the internet; this means there may be an over-representation of those who have access to digital devices, even though there was careful weighting of lower income groups.  \n4 Yonder ran 10 focus groups with teachers across multiple different subjects and 6 in depth interviews with senior leaders in different roles across schools in the UK.  \nAbout AQA  \nAQA is an independent education charity with over 120 years of expertise and knowledge; weare experts in assessments and qualifications.  \nAQA designs, creates, and delivers rigorous and fair assessments to more than one million students every year, making us the most chosen general qualifications awarding body in England. We provide high quality assessments that are fair and reliable which is why they are valued by students, universities, and employers around the world.  \nWe are more than an exam board. AQA’s purpose is to improve education and assessment outcomes for teachers and learners. We achieve that aim by using our world-class research and expertise to help every teacher and learner we work with, whereve","cbCairNmPJCIQwvH","https://ap.wps.com/l/cbCairNmPJCIQwvH","pdf",2703194,48,"English","# Foreword from the Chief Executive\n# Executive summary\n# The benefits of digital exams\n## Digital exams are better preparation for the real world\n## Digital exams are more inclusive\n## Digital exams are more environmentally sustainable\n## Digital exams improve the digital skills of students, and it’s what they want\n# Longer-term benefits\n## Adaptive, flexible assessments tailored to the student\n## Increased efficiency and reduced teacher workloads\n## Improved resilience\n# Implementation Considerations and Mitigations\n## Equity\n## Cost\n## Preparation\n# Conclusion\n# Appendix A: Detail of carbon analysis conducted by Blue Marble\n# Appendix B: Summary of Inclusions and Exclusions in the Life Cycle Analysis of paper-based exams and digital exams","[{\"question\":\"What benefits does the report identify for digital exams in England?\",\"answer\":\"The report highlights preparation for real-world practice, greater inclusion, environmental sustainability, improved student digital skills, and longer-term gains such as adaptive flexible assessment and increased efficiency.\"},{\"question\":\"How does the report gather evidence about digital examinations?\",\"answer\":\"It uses desk research, quantitative polling of teachers and the public (including parents and young people), and qualitative research including AQA pilot studies, focus groups, and in-depth interviews with educators and SENCOs.\"},{\"question\":\"What implementation issues and mitigations does the report discuss?\",\"answer\":\"The report examines equity, cost, and preparation considerations, and outlines mitigation approaches to address barriers to responsible rollout of digital exams.\"}]","Making it Click - The case for digital examinations in England - October 2023 | PDF",121]