Offering High-Stakes Exams Digitally Dave Millichap Business Development Manager (UK) dave.millichap@digiexam.com 07786 385391 DigiExam

ALT Annual Survey Results 2016 AREAS OF IMPORTANCE Content management systems and VLEs Electronic assessment, submission & feedback tools (Current and future) BYOD KEY ENABLERS/ DRIVERS FOR USE OF TECH Engagement from students and learners Colleagues’ knowledge and expertise Colleagues’ commitment

National Student Survey 2017 Criteria Assessment and feedback The criteria used in marking have been clear in advance Marking and assessment has been fair 10. Feedback on my work has been timely 11. I have received helpful comments on my work Learning resources 18. The IT resources and facilities provided have supported my learning well 19. The library resources (e.g. books, online services and learning spaces) have supported my learning well [amended] 20. I have been able to access course-specific resources (e.g. equipment, facilities, software, collections) when I needed to

TEF Assessment Criteria Teaching and Quality Feedback (TQ4) Assessment and feedback are used effectively in supporting students’ development, progression and attainment "The effectiveness of course design, and assessment and feedback, in developing students’ knowledge, skills and understanding are also considered”

Opportunities NSS Scores Summative assessment drives student activities - retention and engagement 2-8 % decrease drop out rate via increase data on formative exams/ assessments Analysis of exam questions leading to higher quality questions Move from a linear process Higher quality answers

Opportunities Grading bias Handwriting legibility Time saving Collaboration on exam creation and grading Timely feedback Equal Access (Disabled Student’s Allowance) Opportunities

Challenges Want is there for digital high-stakes exams but small field of practice. Horizon scanning! Technical failures/ security issues High-Stakes Exams means High-Stakes! Existing VLE provision? VLE Integration Platform weary academic staff Platform training for students

Challenges Inequity of provision – scalability across University Internationalisation – remote proctoring? Volunteer departments for pilot Existing infrastructure – BYOD considerations Technology must be subordinate Migration from existing exams - time intensive Build or Buy?

It is achievable!

DigiExam Stats National Exams Sweden (K-12) (April 2016) – 55,000 exams per day Lund University Law Department - 3,000 students taken exams 9,000 exams submitted Stockholm School of Economics Marketing Department - 1,000+ unique students 1,000+ exams submitted Tel Aviv University - almost 1,000 unique students, almost 7,000 exams submitted Stockholm School of Economics Business - 700+ unique students, 3,000 exams submitted

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