1. Offering High-Stakes Exams Digitally
Dave Millichap
Business Development Manager (UK)
DigiExam

2. 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

3. 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

4. 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”

5. 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

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

7. 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

8. 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?

12. It is achievable!

13. 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 unique students, 3,000 exams submitted

14. Thanks and Questions www.digiexam.com