I recently received a request from a teacher in relation to getting some software installed on their school device to support them in marking for an exam board. Now I know this isn’t part of their school role however having been a standards moderator in the past, I understand the benefits to schools and colleges of having markers or moderators within teaching departments. I am therefore eager to try and enable staff by supporting such requests however this request involved a piece of software which requires admin rights to the laptop, both for install and for the operation of the application according to the exam board. When the concern re: cyber security was raised the exam boards final reply was that the staff member should install the software on a personal rather than school laptop. This got me thinking about how technology has changed but how exam boards have been slow to change. This is all the more evident currently. Just look at the advances in Large Language Models (LLMs) with ChatGPT over the last six months.
Traditionally, examination boards have relied on paper-based tests and manual grading systems. However, these methods have several drawbacks, including the potential for errors and delays in results processing. One way examination boards could modernize is by moving towards computer-based testing. Computer-based testing allows for faster and more accurate grading, as well as the ability to customize exams to the specific needs of each student. I very much believe that adaptive testing is the way forward, with this also enabling students to take exams in their own time when they are ready as opposed to at a set time with all other students. Adaptive testing also supports students taking their tests anywhere, including at home, rather than having to be crammed into a large exam hall where the conditions themselves are not exactly designed for optimum student performance. Additionally the results would be available much quicker reducing the stress associated with a long waiting period between the exams and the results being released. There is also the potential benefit in the reduction in the amount of paper used in exams, transporting of these papers, etc, which may help with making the exam process more environmentally friendly.
Another way examination boards can modernize is by utilizing artificial intelligence (AI) in the grading process. This appears all the more relevant at the moment with development in LLMs like Chat-GPT. AI-powered grading systems can quickly and accurately grade exams, allowing for quicker results processing and reducing the potential for errors. AI can also analyse student performance data to provide insights into areas where students may need additional support and guidance. Now I note here that the use of AI may introduce new errors to the marking process however I would suggest that the volume or magnitude of these errors when compared with human based marking is likely to be lower. It isn’t “the solution” to errors but definitely a step in the correct direct.
Related to the above, exam boards need to acknowledge the existence of AI and LLMs and the fact that they will become an increasing part of life and therefore a tool which students will increasingly use in their studies be it for revision, to help in developing critical thought or for creating coursework or other learning content. So far only IB (International Baccalaureate) have really acknowledged ChatGPT and how they see it impacting on their courses, providing at least some steer for schools on what appropriate or inappropriate usage might look like and proving at least some direction for schools and teachers for managing these new technologies.
Moreover, examination boards can use technology to improve exam security. Online proctoring tools can help ensure that students are taking exams in a secure and controlled environment, preventing cheating and other forms of academic dishonesty. Related to this, I have seen exam boards continuing to send out resources on CDs or USB drives, or requesting student video or audio work using similar formats. It is about time that they provided appropriate online portals to allow the quick, efficient and secure transfer of such exam and coursework data.
Finally, examination boards can use technology to make their exams more accessible to students with disabilities or special needs. For example, screen readers, text-to-speech software, and other assistive technologies can help students with visual or hearing impairments to take exams on an equal footing with their peers. This is already happening for a subset of students however I suspect eventually will need to acknowledge that all students are individual and having differing learning preferences including their device use and the online tools they use. In classrooms teachers support students using a range of tools and techniques so it is only correct to seek to support the same in the final exams which are, at least for now, viewed as so critical in a students format education. As such examination boards will need to adapt to this.
Conclusion
Technology has the potential to revolutionize the examination process, making it more efficient, accurate, and accessible. Examination boards must embrace these technological advancements to ensure that their exams are of the highest quality and that students receive accurate and timely results. By doing so, they can help prepare the next generation of students for success in a rapidly changing digital world.
And at a time when the pace of technology, particularly in relation to Artificial Intelligence solutions, has never been faster, the exam boards will need to significantly increase their agility and their ability to adapt to and embrace change.
Technology and Learning