Keyboards in Exams: A Boost for Student Performance, But Concerns Over Fairness Arise
Recent findings suggest a significant advantage for students using keyboards during exams, prompting a re-evaluation of assessment methods as digital testing becomes more prevalent in secondary education.
A study conducted at University College London explored the impact of word processors on essay scores under simulated exam conditions. Researchers compared the performance of state school students when handwriting versus typing essays. The results revealed marked improvements for all students when using word processors, including those with identified learning challenges.
Emma Sumner, a psychology and education expert from Liverpool John Moores University, highlighted the "dramatic" nature of these improvements. She emphasizes the urgent need for schools to equip students with laptops and provide touch-typing instruction in anticipation of the shift towards online exams within the next few years.
Sumner suggests that the time-sensitive nature of exams favors the efficiency of typing, particularly its ability to facilitate revisions without the mess of crossed-out words. However, she also raises crucial questions about whether altering the format of assessment could inherently change what is being measured, advocating for further research in this area.
The data reveals that students without literacy issues wrote over 50% more words on average when using keyboards, leading to a 17% increase in test scores. Students with identified learning differences experienced an even more pronounced effect, producing 31% more words and boosting their scores by an average of 14%.
Major exam boards are already moving in this direction. Pearson Edexcel aims to offer onscreen options for all GCSE exams by 2030, building on pilot programs in English. AQA is also planning online GCSEs in several subjects starting in 2027, pending regulatory approval.
The Importance of Touch-Typing and Handwriting
Sumner stresses that schools must integrate touch-typing into the curriculum, alongside traditional handwriting instruction. "We need to be thinking about this in line with handwriting – I don't think we should forget about handwriting," she said. Research suggests handwriting may enhance information retention and recall, adding a valuable cognitive dimension.
Currently, students in England can use keyboards in exams with school approval as a reasonable adjustment for identified difficulties. However, researchers caution that regulators need to monitor keyboard use more closely to prevent unfair advantages for students without special needs. The lack of standardized approval for keyboard use raises concerns about potential inequalities in provision among schools.
Addressing Resource Gaps
Sumner points out that resource disparities could exacerbate these inequalities. While many state school educators are committed to supporting students, they often face limitations in staff time and resources to identify needs or provide adequate laptop access. Some students may miss out on the benefits of word processors simply due to a lack of available equipment.
The study, involving 156 GCSE students (approximately half with learning difficulties), is still awaiting peer review and publication. Sumner acknowledges that using past exam papers in the "staged experiment" may have influenced the results.
Looking ahead, about 100,000 students in England will receive their GCSE results this year through an "education record" app piloted by the Department for Education, marking another step toward digital integration in education.
