short essay on online examination

5 Advantages and Disadvantages of Online Exams

The emerging use of online measures in classes dominates today’s education. Everything slowly becomes automated from managing administrative tasks to conducting daily live classes. Moreover, advanced technologies are no longer confined to optimizing educational content and curricula designs of schools. Educational institutions also shifted to administering assessments online.

Although there are efforts to make tests online from the traditional pen-and-paper exams, it doesn’t change the ultimate purpose of achieving fair evaluation. Online learning goes hand-in-hand with digital assessments to ensure student’s mastery. As technologically advanced as online examinations can be, there are actually two sides of the coin you may want to look at. In this article, we will focus on the boons and banes of online exams for educational institutions.

Here are the FAQs you may find answers to upon reading the article:

• What is an online assessment or online examination system?
• How does an online examination system work?
• Why are online exams advantageous to schools?
• What are the disadvantages of online exams?
• How can schools make the most out of their online exams? 

What is an online examination system?

The online examination system is the culmination of the student’s assessment by the use of the internet and available web technologies. Like the old familiar system of conducting exams, it aims to objectify the systematic evaluation of student’s mastery in individual subjects. A modern learning management system offers a platform in assisting schools to administer more organized online exams for students. 

Whether an assessment is formative or summative, the target in online exams is to digitize assessing the student’s competency-based skills. It creatively boosts the traditional examination system. In online exams, students no longer need to gather in a room and answer their test papers within a specified time. Likewise, teachers no longer need to retrieve individual answer sheets and check and disclose the scores to class after. Online exams definitely fastened up this process through electronic assessments. To further discuss, here are a more specific view of the pros of online exams:

Advantages of Online Exams

Image from Unsplash

1. Reduction of Time and Money Spent

Perhaps the ultimate advantage of implementing online exams is the reduction of time and money spent. By automating the process of assessment in schools, teachers and students can save time from both ends. There will be no need for students to gather and assemble to the campus and take the exam. Students from remote areas can take exams wherever they are using their devices. 

Also, there will be faster access for the online exam since the students no longer need to repeat filling out information unlike in the traditional test questionnaires. All data about the students who will take the exam is automatically recorded in the system. This way, the student’s job is to focus only on understanding the question and supplying the best answer.

On the other hand, the teachers can be relieved from the efforts of creating, distributing, and evaluating the test. The system of online examination eliminates the redundant and expensive process. The teachers no longer need to have the dreadful task of manually checking the test papers, not to mention the number of students they are handling. 

The interface the school had makes it easy-to-use for teachers since the students can instantly receive results after. Moreover, the teachers can take advantage of the auto-grading system led by the online exams. This lifts a lot of burden on the teacher’s end. Like the students, the teachers also don’t need to worry about the logistics as the exams were online.

2. Enhanced Safety and Privacy

The evident increase in efficiency using the online exam system will be a leverage for safety and privacy for students. Using online exam platforms in conducting quizzes and exams assists levels of security and privacy. It allows no room for any malicious practices like the manipulation of exam results and outcomes. Also, the instant generation of exam results ensures the students have a transparent evaluation record from the school.

In addition, students receive their exam results confidentially as opposed to teachers announcing or posting them to class. A secure virtual environment also safeguards the identity of exam takers. Lastly, the digital counterparts of the examination allow students to answer in the comfort of their homes. 

3. Environmental-Friendly

Sustainability or going environmental-friendly in conducting exams is another perk for schools. Educational institutions going digital in their exams show the apparent result of a paperless assessment system. This is also in line with a more inexpensive option of devising exam management for students.

In addition, teachers no need to print question papers that will be of lesser importance after recording the results. Most schools may opt to recycle test papers quarter to quarter however, it may lead to more and more clutter for teachers afterwards. In short, there won’t be wasted of papers which ensure an economical take for conducting examinations. 

4. Highly Accessible to both Teachers and Students

Since the assessment platform is online, it will be accessible for students to take exams remotely. Electronic assessment using the latest technology for schools allows interactive access for end-users such as the teachers and students. The teachers will have the option of adding and importing questions to the automated system. There will also be a more systematic distribution of a set of questions scheduled by batch.

An online examination system also enables teachers to benefit from the auto-grading system. Moreover, it allows student access from multiple devices as per the arrangement of the educational institution. Whether they use a mobile phone , a laptop, a tablet, or a personal computer, the students can have access to a particular online exam.

5. Hassle-Free Process of Assessment

A reliable school management software helps teachers create test questions with full customization. With this, teachers can easily choose and personalize the type of test questions in the exam whether an identification type, true or false, multiple-choice and etc. Also, teachers don’t need to worry about checking essay-type questions in online exams. They can just provide a rubric in the platform which students may consider in writing the essay, thus teachers can check easier. There are online exam softwares available that exclusively assist teachers in the assessment process. It definitely makes school examinations hassle-free.

Now that we identified some of the many pros of online exams, let’s take a look at the disadvantages:

Disadvantages of Online Exams

1. susceptible to malpractices like cheating & plagiarism.

Although the automation of student assessment is beneficial to schools, there can still be a possibility of students resorting to cheating in their online exams. This is true especially if the assessment does not have a timer incorporated in it. They may get external help from their classmates or other people at home. As much as the school wants the students to have independent learning, this occurrence is also inevitable online like in the traditional system. This doesn’t mean that cheating shall be normalized, though.

Another malpractice in online exams can be students committing plagiarism in their exams. This can be done by students opening another browser or tab to search for specific answers on search engines. Given this disadvantage, educational institutions may opt to use apps that block copy-pasting features to the exam. Also, the best intervention is to either set a timer or include situational questions for better comprehension. 

2. Internet Dependency

Internet dependency is a vulnerability of conducting online exams. Internet connectivity is a basic requirement for online students in the first place. A challenge here is the net stability given the fact that it is dependent on the weather and signal. In order for exam takers to access the electronic assessment, they should have a stable connection to the web. To intervene with this, educational institutions can choose to have updates from the internet connectivity of the students especially before the day of the online exam. Alternatively, the schools with virtual exams may automate re-scheduling the assessment for the online student who happens to miss them. 

3. Great Demand for Computer Literacy

Another apparent challenge for conducting online exams would be the illiteracy of computer technologies. Since it is still the age when the old and familiar overlaps with the new, schools are still in transition to adopting online education. Due to this, there is an underlying need for educational institutions to invest in upgraded systems.

Both the students and the teachers are needed to be equipped with basic knowledge and skills in utilizing the latest technologies. The school must train its teachers in the required competencies in conducting assessments. Besides, most learning management systems feature exam modules that are easy to follow for teachers, even those without technical expertise. 

4. Requires Technical Equipment 

The infrastructural barriers will also be a con in conducting online exams. This is for students who live in remote locations wherein there’s little to no access to electricity and internet connections. In relation to the previous point about internet dependency, lack of technical requirements is also a problem. The worst-case scenario is when the student is in the middle of completing the exam and there isn’t any backup for the data entry in the online exam. Because of this, educational institutions may opt to consider ahead of time whether the students are amenable to attend the exam schedule. This can be along with the reasons like no wi-fi connection, lack of technological devices, or power outages. This way, both ends can make arrangements before the actual test to ensure student attendance. Having earlier discussions of student’s concerns like this can avoid the hassle and the failure of test response. 

5. Lack of Facilitating Time

Lastly, the lack of proctors and facilitators is another blind spot for conducting online exams. Since the assessment will be conducted remotely, there will be no teachers that will check on a student’s integrity while answering the exam. Integrating digital timers is a way to secure student compliance during the online exam, however, students don’t have the same typing speed. So, timers are limited in their function. It is believed that online proctoring can be possible, especially for online schools with little population. This works with the use of a screen-sharing feature to monitor the students while answering. 

The Bottomline

Educational institutions that are able to push through their academic targets are still in progress for conducting standardized tests online. After all, the main goal of online exams is to ensure educational continuity for the students. A secured virtual environment is a creative platform to assess students in a hassle-free and accessible system. Administering online exams for teachers can help them save time in checking and grading the students. It primarily eliminates human error, moreover, online exams are economical! The banes such as technical problems and lack of training in using devices are understandable and are yet to improve. For now, at least most can see and appreciate the possibility of schools going entirely digital.

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Advantages and Disadvantages of Online Examination System

The ongoing COVID-19 pandemic has forced educational institutions to re-think in-person learning and move to the online learning sphere. Pen-and-paper examinations are still the standard, and preferred, way of communication among many ‘traditional’ educational institutions. However, with global conditions as they are, they have been forced to look at online examinations as a solution.

What is an online examination?

An online examination is exactly what it says, it’s an online system by which learners can be assed. It is similar to written exams in many ways, but in others, it’s completely different. Online examinations have many advantages, but also a number of disadvantages.

1. Environmentally friendly

One of the biggest, yet indirect advantages of online examinations is the impact it has on the environment. Pen-and-paper examinations require a lot of paper to print question and answer sheets. There is also a lot of waste due to printing errors or over-estimation of learner numbers, not to mention the carbon footprint of the logistics around getting the papers to and from examination locations. It’s simple, online examinations are the most environmentally friendly assessment option.

2. Saves you money

Online examinations also save you money in so many ways . Since everything is online, there are no printing costs and no logistics costs. You also save money on examination facilities and having to pay facilitators and invigilators to oversee the exams. Online examinations still require some expenses like admin, email distribution systems, online proctoring, and IT support, but it’s dramatically less than that of pen-and-paper exams.

3. Saves time, big time

Online exams are a big time saver. Not only is there less time between the setting of the ‘paper’, but it also saves students time by eliminating the time it takes to travel to-and from examination locations, then waiting for the papers to be handed out and collected. Since most online examinations use auto-grading, teachers don’t have to spend excessive amounts of time marking exam papers, and students get their results almost instantly. What’s more, issues can also be flagged immediately with examiners who have immediate access to all the papers at once.

4. Plugged into technology

In the past, the more people who took an exam, the bigger the challenge to facilitate it. Online examinations make it super easy to scale. Setting up an exam for 1,000 people takes almost the same amount of effort as it is to set up an exam for 10 people. Another advantage of the tech-centric nature of online exams is that the more online exams people take, the more they get used to the concept and the more comfortable they get with it.

5. More secure, less cheating

Security has always been a challenge with exams, especially with high profile exams like bar exams, SATs, or college, and university final exams. With online exams, there are fewer chances of leaks since there are no physical papers that can go missing during the printing and logistics process. An added security benefit is that examiners can make use of question banks that select questions at random. This means that almost no two exams are the same, further minimising the chances of cheating.

6. It’s convenient

One of the biggest advantages of online examinations is the convenience factor. Examiners can set papers using question banks, and by consulting a database of previous papers, then easily upload it to the examination system. Students can select exam times that suit them best and since the exams are online, do it from almost anywhere (proctored exams may have certain requirements). Students can get their results almost immediately, a big plus. Also, as mentioned above, online examinations scale extremely easily, making it convenient for course administrators to set up exams.

Disadvantages

1. Challenges of tech

While the tech side of online examinations is a big advantage, it can also pose some challenges. The transition from traditional pen-and-paper to online may be difficult for some, especially older learners who are not computer literate. The transition may also initially take time as examiners need to get used to the system and find ways to use it most efficiently. Some learners and examiners may simply be resistant to change.

2. Infrastructure problems

One of the biggest hurdles of online examinations is learner access to technology, including computers/tablets and/or a stable internet connection. This aspect of online examinations can be especially challenging for learners in rural areas. Infrastructure challenges can negate many of the advantages of online examinations like cost and convenience since examination locations need to be set up, times set and facilitators hired.

3. Not all grading is the same

Instant or near-instant grading is a big advantage of online examinations, however, not all types of exams lend themselves to auto-assessment. Questions that involve some sort of interpretation and questions with longer answers most often require someone to read and grade the answers. However, advances in artificial intelligence and machine learning will make auto-grading of even these types of questions possible.

4. Susceptible to cheating

No matter what platform an exam is taken on, whether it be online or traditional pen-and-paper, there will always be cheating. However, online examinations can be especially vulnerable to cheating like screen sharing with other exam-takers, doing online searches during the exam, or plugging in an external drive with answers. Different exam times also mean that there’s a chance that students who had already taken the exam might share answers with those yet to take the exam. Two ways of curbing cheating on online exams are through online proctoring and using a question bank to randomise questions so that no two exams are the same.

5. Group Projects, Collaborative Evaluations, and Vocational Examinations

Not all examinations are simple question and answer. Some courses require evaluation of collaborative or group projects or evaluation through a vocational exam that can’t be taken online. These types of exams require personal subjective evaluation, something which online examinations can’t offer.

There are pros and cons to every type of examination system, and each educational institution should evaluate the different systems to see which will better meet their specific needs. While it’s easy for institutions to stick with traditional pen-and-paper exams, global events have forced the education industry to rethink how they operate. Online examinations have many advantages, and as technology keeps improving, these advantages continue to grow and soon online examinations will become the standard for course evaluation.

Cirrus can help you make the transition from paper to digital as smooth as possible. Get in touch to learn more or download our whitepaper on unlocking the full potential of e-assessment !

• Updated on 1 August, 2023
• Pros and cons of e-assessment

Cristina Gilbert

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15 Merits and Demerits of Online Examination [+Infographic]

posted on November 24, 2022

In This researcher based paper will discuss Advantages and disadvantages of online examination system in detail .

Coming across the online system of education anyone would wonder how do they conduct the examination in this. People may assume that there are high chances for anyone to cheat on the exam and the system of education fails to its essence. All of this becomes futile when online exams are explained.

Online examinations in the first place require a device with an internet connection. These devices are then equipped with software where teachers can easily make the examination questions. All the students have to do is virtually enter the system and conduct the exam.

The types of examination involved in the online exams are online mock tests, semester or text exams, campus placements, entrance exams, and other types of assessments . The advantage of having an online examination system is that it is quicker in the evaluation and less rigging.

Here is a list of detailed Merits and Demerits of Online Examination in India  that will help in better understanding.

Page Contents

Online Examination Advantages Infographic

10 Advantages of online examination

1. less damage to nature.

It is a sorry state of affairs that environmental damage is the least discussed dilemma of the day . This is what we do not talk about and try dusting it under the carpet but let’s not forget the ever pacing negative impacts. There is a bulk of paper that is used every year while conducting examinations.

More paper usage means more trees to be cut off. After seeing so many hazards to our planet we need to devise plans for saving it. Therefore online exams are one solution in reducing the carbon footprint.

2. Technological advancements

Each and every system wants to take benefit from the technology and technology has also served education in many ways . We have seen that the emergence of online classes has changed the paradigm and more and more students are taking advantage of it.

Online exams are different because in this you need to have a foolproof system which shall not only evaluate the students nearly but also bring the results efficiently. In this regard use of technology and getting better enhancements are much appreciated.

Research conducted on the Saudi students depicted that the academic performance of students on online exams and paper exams was similar. Although students preferred paper exams but feedback and automatic results were some aspects they preferred.

3. Online exam is cheaper

When any exam is organized there are many requirements, for example, allocating a large space for students, printing, and copying if the paper, providing the exam answer sheets, and then there are hiring invigilators as well. All of this combine to form much of expense. Now consider switching to the online exam in which none of the above is required.

This is why online exams are gaining popularity that they are economical and all you need is to sit in front of an internet-connected device. This is saving the money of the students who have to pay extra in terms of exam fees and then there is a great benefit for the administration as well that they save their energies into arranging for an offline exam.

4. Online exam is time-efficient

For institutes arranging for the traditional examination is a difficult task because they have to arrange a lot of things. There are many other things waiting to be done that need the time but unfortunately, that time is spent in arranging exams and then evaluation and dissemination of results.

All of that time is now saved up by conducting the exams online because all you need is to install software and then get the evaluations right away. So the institutions can work upon many other tasks that await progress. This can be a breath of fresh air for those who want to adapt to the technology and bring in innovations in their system.

Also Read : Importance of MS Office and its Features?

5. Online exam is secure

Many people may assume that online exams are not cheating proof . Well to bust the myth, online examinations have been working on many levels to make the process as secure as possible . First, it is important to eradicate impersonation and that can be done by biometric verification; not once but more than one time during an examination.

There are also time constraints in answering the questions so that the examinee does not have enough time to cheat otherwise. The types of questions can be graph description, ordering paragraphs, matching headings, True/False statements, multiple-choice questions, gap fill, sentence completion, labeling diagrams or maps, and multimedia questions.

Another way of minimizing cheating is that not every examinee gets the same questions rather the question sheet is different for each student.

6. Easy usage

People apply to college or universities from different parts of the world. Such students who do not enjoy the benefits of being close to their institutes will have trouble applying. Therefore an examination system at the disposal of your home is the best solution.

The best thing about it is that anyone can give an entrance examination from anywhere without worrying about the transportation charges and timings. The user interface for online examination is made friendly enough to be understood by the examinee easily . And much of ease is brought about for those evaluating the exams that they get the results from an automated system just that same day.

Also Read : Important & Uses of Microsoft Word in Education

7. The automated system of grading.

Teachers can take advantage of this system because it saves their time and energy through an automatic system of grading. The students give an online examination and their evaluation comes right in front of them in a much lesser span of time than in a regular exam.

The teacher in the first place does not have to go through the pain of checking a bulk of paper exams and then deciding the results . Not just that but since the system is purely computer-based with no human intervention so the test results can be error-free and students have their accurate evaluation from the model answers.

8. Online examination setting new trends in education

People have a desire to learn and those who are more passionate will bring about such revolutions that will entirely change the meaning of the process of learning. Online exams are setting trends that are changing the way we know how exams are conducted.

This is not the end rather a milestone is being achieved and making way for newer technologies to be introduced in knowledge.

5 Disadvantages of online examination system

Ever since technology has been introduced it has come up with pros and cons. It will always have drawbacks that can never be ignored so here are some disadvantages to the online examination system .

1. Technological glitches

We need to admit technology is still not universal. Many people are still unaware of it and they like being stick to the traditional methods. In terms of exam technological problems can be risky that a person will be compromising on some very important academic milestone.

If an institute is planning to adapt to the online examination then there should be proper training of the students and teachers. This should not only give teaching the method of conducting an exam but the troubleshooting in hand.

There have been several pieces of research which they gave identified the necessary measures for teachers to introduce electronic examination hence proving that teacher training is of utmost importance.

2. Availability of facilities.

Either it’s the online or offline examination, in both cases, there are certain facilities required. Where we talk about offline exams to have stationary, space, etc. in the same way for online examination, we need to give systems required with stable internet connections and power supply.

For remote areas, there is a possibility that these things are not provided with sturdiness. So if an institute is conducting an examination then the students can be from anywhere with no guarantee of equal distribution of resources of the campus.

3. Limitations in question types

Online exams are administered through a system that is self-evaluated. Although teachers in the first place design the exam questions a major limitation is that these questions are best evaluated close-ended. These are the types in which there are mostly one-word answers or to put it simply they are objective types.

However, a typical exam comprises open-ended, long-for subjective type questions as well weighing more marks. It will be difficult to come up with a system where the computer will be able to evaluate it on its own. Now here human interference will be required and teachers will have to evaluate the long-form themselves because that is also important.

The problem here again is that the evaluation which is supposed to be human-free in online exams is not fulfilling its essence.

Also Read- Is Technology Limiting our Creativity ? Lets find out.

4. Chances of cheating are wide

Cheating in the examination has always been a problem and that is why all the time and energy is utilized to hire staff for invigilation. In the online exams, the systems are made good enough not to be breached but there is still a chance for cheating.

One form of it is deceitfulness in which the actual examinee is replaced by someone else. Another form can be the use of smartwatches or smartphones that can hack the examination. There had been many software that are used in order to minimize such dodging.

One such step is biometric verification or faces recognition more than once during an exam. There are many such systems proposed for example one of them has phone detection, gaze estimation, active window detection, voice detection, text detection, and user verification.

5. Use of external material

In a traditional examination setting, there are all measures taken to keep students from cheating. There is no external material allowed like books or gadgets.

If students are taking the exam from anywhere then there are more susceptible to peek at their helping material as well making it an open book assessment that turns out to be of no use. This is one great drawback of facilitating online examinations .

6. Lack of proctoring

The integrity of the examinee is most questionable in an online exam. In a regular exam, an invigilator is present to check the credibility of the student. Online exam means that a student can be anywhere so how can the examiner know if the person is the same who registered for the exam and also he/she will be honestly giving the exam.

Even if institutes come up with a plan through which they are able to hire a proctor it will be very costly and the purpose of online examination serves is that it saves up on the cost of hiring invigilators.

We have so far seen many advancements in science and technology but the idea of online exams is innovative and challenging at the same time . We cannot be more sure if it should be applied by and large to all institutes. There are many preparations to be done beforehand.

There are many systems suggested for meeting the challenges in an online examination. For example, a research paper suggests several steps like that of biometric authentication, keeping the content strictly among two parties or cryptography, keeping the security of internet traffic or firewall, etc.

Their system majorly emphasizes on biometric verification through face recognition which shall make the online examination more secure.

Another study upon the dental students in which there were both the types of students involved. One who had previous experience of online examination and others who had no such experience. In the results, it is stated that students who had no previous experience of the online exams did have some concerns.

However, all the students also faced a technological issue that they were unable to go back to any MCQ if they wanted because once done the question cannot be rechecked. However, they still concluded that online examinations should be implemented with certain issues prevailing.

Do we can see that online examination being a desirable solution still has many flaws that will exist with it . This is what happens with all the types of technological advancements that they are never perfect rather we have to adapt accordingly.

• I highly recommend you to read this amazing and well researched students also faced a technological issue :

So those institutes which consider online exams to bring ease to their examinee have to accept the problems related to it. However, we can be optimistic about the future that these problems can be addressed and resolved for the better.

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A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity

Kerryn butler-henderson.

a College of Health and Medicine, University of Tasmania, Locked Bag 1322, Launceston, Tasmania, 7250, Australia

Joseph Crawford

b Academic Division, University of Tasmania, Locked Bag 1322, Launceston, Tasmania, 7250, Australia

Digitization and automation across all industries has resulted in improvements in efficiencies and effectiveness to systems and process, and the higher education sector is not immune. Online learning, e-learning, electronic teaching tools, and digital assessments are not innovations. However, there has been limited implementation of online invigilated examinations in many countries. This paper provides a brief background on online examinations, followed by the results of a systematic review on the topic to explore the challenges and opportunities. We follow on with an explication of results from thirty-six papers, exploring nine key themes: student perceptions, student performance, anxiety, cheating, staff perceptions, authentication and security, interface design, and technology issues. While the literature on online examinations is growing, there is still a dearth of discussion at the pedagogical and governance levels.

• • There is a lack of score variation between examination modalities.
• • Online exams offer various methods for mitigating cheating.
• • There is a favorable ratings for online examinations by students.
• • Staff preferred online examinations for their ease of completion and logistics.
• • The interface of a system continues to be an enabler or barrier of online exams.

1. Introduction

Learning and teaching is transforming away from the conventional lecture theatre designed to seat 100 to 10,000 passive students towards more active learning environments. In our current climate, this is exacerbated by COVID-19 responses ( Crawford et al., 2020 ), where thousands of students are involved in online adaptions of face-to-face examinations (e.g. online Zoom rooms with all microphones and videos locked on). This evolution has grown from the need to recognize that students now rarely study exclusively and have commitments that conflict with their University life (e.g. work, family, social obligations). Students have more diverse digitally capability ( Margaryan et al., 2011 ) and higher age and gender diversity ( Eagly & Sczesny, 2009 ; Schwalb & Sedlacek, 1990 ). Continual change of the demographic and profile of students creates a challenge for scholars seeking to develop a student experience that demonstrates quality and maintains financial and academic viability ( Gross et al., 2013 ; Hainline et al., 2010 ).

Universities are developing extensive online offerings to grow their international loads and facilitate the massification of higher learning. These protocols, informed by growing policy targets to educate a larger quantity of graduates (e.g. Kemp, 1999 ; Reiko, 2001 ), have challenged traditional university models of fully on-campus student attendance. The development of online examination software has offered a systematic and technological alternative to the end-of-course summative examination designed for final authentication and testing of student knowledge retention, application, and extension. As a result of the COVID-19 pandemic, the initial response in higher education across many countries was to postpone examinations ( Crawford et al., 2020 ). However, as the pandemic continued, the need to move to either an online examination format or alternative assessment became more urgent.

This paper is a timely exploration of the contemporary literature related to online examinations in the university setting, with the hopes to consolidate information on this relatively new pedagogy in higher education. This paper begins with a brief background of traditional examinations, as the assumptions applied in many online examination environments build on the techniques and assumptions of the traditional face-to-face gymnasium-housed invigilated examinations. This is followed by a summary of the systematic review method, including search strategy, procedure, quality review, analysis, and summary of the sample.

Print-based educational examinations designed to test knowledge have existed for hundreds of years. The New York State Education Department has “the oldest educational testing service in the United States” and has been delivering entrance examinations since 1865 ( Johnson, 2009 , p. 1; NYSED, 2012 ). In pre-Revolution Russia, it was not possible to obtain a diploma to enter university without passing a high-stakes graduation examinations ( Karp, 2007 ). These high school examinations assessed and assured learning of students in rigid and high-security conditions. Under traditional classroom conditions, these were likely a reasonable practice to validate knowledge. The discussion of authenticating learning was not a consideration at this stage, as students were face to face only. For many high school jurisdictions, these are designed to strengthen the accountability of teachers and assess student performance ( Mueller & Colley, 2015 ).

In tertiary education, the use of an end-of-course summative examination as a form of validating knowledge has been informed significantly by accreditation bodies and streamlined financially viable assessment options. The American Bar Association has required a final course examination to remain accredited ( Sheppard, 1996 ). Law examinations typically contained brief didactic questions focused on assessing rote memory through to problem-based assessment to evaluate students’ ability to apply knowledge ( Sheppard, 1996 ). In accredited courses, there are significant parallels. Alternatives to traditional gymnasium-sized classroom paper-and-pencil invigilated examinations have been developed with educators recognizing the limitations associated with single-point summative examinations ( Butt, 2018 ).

The objective structured clinical examinations (OSCE) incorporate multiple workstations with students performing specific practical tasks from physical examinations on mannequins to short-answer written responses to scenarios ( Turner & Dankoski, 2008 ). The OSCE has parallels with the patient simulation examination used in some medical schools ( Botezatu et al., 2010 ). Portfolios assess and demonstrate learning over a whole course and for extracurricular learning ( Wasley, 2008 ).

The inclusion of online examinations, e-examinations, and bring-your-own-device models have offered alternatives to the large-scale examination rooms with paper-and-pencil invigilated examinations. Each of these offer new opportunities for the inclusion of innovative pedagogies and assessment where examinations are considered necessary. Further, some research indicates online examinations are able to discern a true pass from a true fail with a high level of accuracy ( Ardid et al., 2015 ), yet there is no systematic consolidation of the literature. We believe this timely review is critical for the progression of the field in first stepping back and consolidating the existing practices to support dissemination and further innovation. The pursuit of such systems may be to provide formative feedback and to assess learning outcomes, but a dominant rationale for final examinations is to authenticate learning. That is, to ensure the student whose name is on the student register, is the student who is completing the assessed work. The development of digitalized examination pilot studies and case studies are becoming an expected norm with universities developing responses to a growing online curriculum offering (e.g. Al-Hakeem & Abdulrahman, 2017 ; Alzu'bi, 2015 ; Anderson et al., 2005 ; Fluck et al., 2009 ; Fluck et al., 2017 ; Fluck, 2019 ; Seow & Soong, 2014 ; Sindre & Vegendla, 2015 ; Steel et al., 2019 ; Wibowo et al., 2016 ).

As many scholars highlight, cheating is a common component of the contemporary student experience ( Jordan, 2001 ; Rettinger & Kramer, 2009 ) despite that it should not be. Some are theorizing responses to the inevitability of cheating from developing student capacity for integrity ( Crawford, 2015 ; Wright, 2011 ) to enhancing detection of cheating ( Dawson & Sutherland-Smith, 2018 , 2019 ) and legislation to ban contract cheating ( Amigud & Dawson, 2020 ). We see value in the pursuit of methods that can support integrity in student assessment, including during rapid changes to the curriculum. The objective of this paper is to summarize the current evidence on online examination methods, and scholarly responses to authentication of learning and the mitigation of cheating, within the confines of assessment that enables learning and student wellbeing. We scope out preparation for examinations (e.g. Nguyen & Henderson, 2020 ) to enable focus on the online exam setting specifically.

2. Material and methods

2.1. search strategy.

To address the objective of this paper, a systematic literature review was undertaken, following the PRISMA approach for article selection ( Moher et al., 2009 ). The keyword string was developed incorporating the U.S. National Library of Medicine (2019) MeSH (Medical Subject Headings) terms: [(“online” OR “electronic” OR “digital”) AND (“exam*” OR “test”) AND (“university” OR “educat*” OR “teach” OR “school” OR “college”)]. The following databases were queried: A + Education (Informit), ERIC (EBSCO), Education Database (ProQuest), Education Research Complete (EBSCO), Educational Research Abstracts Online (Taylor & Francis), Informit, and Scopus. These search phrases will enable the collection of a broad range of literature on online examinations as well as terms often used synonymously, such as e-examination/eExams and BYOD (bring-your-own-device) examinations. The eligibility criteria included peer-reviewed journal articles or full conference papers on online examinations in the university sector, published between 2009 and 2018, available in English. As other sources (e.g. dissertations) are not peer-reviewed, and we aimed to identify rigorous best practice literature, we excluded these. We subsequently conducted a general search in Google Scholar and found no additional results. All records returned from the search were extracted and imported into the Covidence® online software by the first author.

2.2. Selection procedure and quality assessment

The online Covidence® software facilitated article selection following the PRISMA approach. Each of the 1906 titles and abstracts were double-screened by the authors based on the eligibility criteria. We also excluded non-higher education examinations, given the context around student demographics is often considerably different than vocational education, primary and high schools. Where there was discordance between the authors on a title or abstract inclusion or exclusion, consensus discussions were undertaken. The screening reduced the volume of papers significantly because numerous papers related to a different education context or involved online or digital forms of medical examinations. Next, the full-text for selected abstracts were double-reviewed, with discordance managed through a consensus discussion. The papers selected following the double full-text review were accepted for this review. Each accepted paper was reviewed for quality using the MMAT system ( Hong et al., 2018 ) and the scores were calculated as high, medium, or low quality based on the matrix ( Hong et al., 2018 ). A summary of this assessment is presented in Table 1 .

Summary of article characteristics.

QAS, quality assessment score.

2.3. Thematic analysis

Following the process described by Braun and Clarke (2006) , an inductive thematic approach was undertaken to identify common themes identified in each article. This process involves six stages: data familiarization, data coding, theme searching, theme review, defining themes, and naming themes. Familiarization with the literature was achieved during the screening, full-text, and quality review process by triple exposure to works. The named authors then inductively coded half the manuscripts each. The research team consolidated the data together to identify themes. Upon final agreement of themes and their definitions, the write-up was split among the team with subsequent review and revision of ideas in themes through independent and collaborative writing and reviewing ( Creswell & Miller, 2000 ; Lincoln & Guba, 1985 ). This resulted in nine final themes, each discussed in-depth during the discussion.

There were thirty-six (36) articles identified that met the eligibility criteria and were selected following the PRISMA approach, as shown in Fig. 1 .

PRISMA results.

3.1. Characteristics of selected articles

The selected articles are from a wide range of discipline areas and countries. Table 1 summarizes the characteristics of the selected articles. The United States of America held a vast majority (14, 38.9%) of the publications on online examinations, followed by Saudi Arabia (4, 11.1%), China (2, 5.6%), and Australia (2, 5.6%). When aggregated at the region-level, there was an equality of papers from North America and Asia (14, 38.9% each), with Europe (6, 16.7%) and Oceania (2, 5.6%) least represented in the selection of articles. There has been considerable growth in publications in the past five years, concerning online examinations. Publications between the years 2009 and 2015 represented a third (12, 33.3%) of the total number of selected papers. The majority (24, 66.7%) of papers were published in the last three years. Papers that described a system but did not include empirical evidence scored a low-quality rank as they did not meet many of the criteria that relate to the evaluation of a system.

When examining the types of papers, the majority (30, 83.3%) were empirical research, with the remainder commentary papers (6, 16.7%). Of the empirical research papers, three-quarters of the paper reported a quantitative study design (32, 88.9%) compared to two (5.6%) qualitative study designs and two (5.6%) that used a mixed method. For quantitative studies, there was a range between nine and 1800 student participants ( x ̄  = 291.62) across 26 studies, and a range between two and 85 staff participants ( x ̄  = 30.67) in one study. The most common quantitative methods were self-administered surveys and analysis of numerical examination student grades (38% each). Qualitative and mixed methods studies only adopted interviews (6%). Only one qualitative study reported a sample of students ( n  = 4), with two qualitative studies reporting a sample of staff ( n  = 2, n  = 5).

3.2. Student perceptions

Today's students prefer online examinations compared to paper exams ([68.75% preference of online over paper-based examinations: Attia, 2014 ; 56–62.5%: Böhmer et al., 2018 ; no percentage: ( Schmidt, Ralph & Buskirk, 2009 ); 92%: Matthíasdóttir & Arnalds, 2016 ; no percentage: Pagram et al., 2018 ; 51%: Park, 2017 ; 84%: Schmidt, Ralph & Williams & Wong, 2009 ). Two reasons provided for the preference is the increased speed and ease of editing responses ( Pagram et al., 2018 ), with one study finding two-thirds (67%) of students reported a positive experience in online examination environment ( Matthíasdóttir & Arnalds, 2016 ). Students believe online examinations allows a more authentic assessment experience ( Williams & Wong, 2009 ), with 78 percent of students reporting consistencies between the online environment and their future real-world environment ( Matthíasdóttir & Arnalds, 2016 ).

Students perceive the online examinations saves time (75.0% of students surveyed) and is more economical (87.5%) than paper examinations ( Attia, 2014 ). It provides greater flexibility for completing examinations ( Schmidt et al., 2009 ) with faster access to remote student papers (87.5%) and students trust the result of online over paper-based examinations (78.1%: Attia, 2014 ). The majority of students (59.4%: Attia, 2014 ; 55.5%: Pagram et al., 2018 ) perceive that the online examination environment makes it easier to cheat. More than half (56.25%) of students believe that a lack of information communication and technology (ICT) skill do not adversely affect performance in online examinations ( Attia, 2014 ). Nearly a quarter (23%) of students reported ( Abdel Karim & Shukur, 2016 ) the most preferred font face (type) was Arial, a font also recommended by Vision Australia (2014) in their guidelines for online and print inclusive design and legibility considerations. Nearly all (87%) students preferred black text color on a white background color (87%). With regards to onscreen time counters, a countdown counter was the most preferred option (42%) compared to a traditional analogue clock (30%) or an ascending counter (22%). Many systems allow students to set their preferred remaining time reminder or alert, including 15 min remaining (35% students preferred), 5 min remaining (26%), mid-examination (15%) or 30 min remaining (13%).

3.3. Student performance

Several studies in the sample referred to a lack of score variation between the results of examination across different administration methods. For example, student performance did not have significant difference in final examination scores across online and traditional examination modalities ( Gold & Mozes-Carmel, 2017 ). This is reinforced by a test of validity and reliability of computer-based and paper-based assessment that demonstrated no significant difference ( Oz & Ozturan, 2018 ), and equality of grades identified across the two modalities ( Stowell & Bennett, 2010 ).

When considering student perceptions, of the studies documented in our sample, there tended to be favorable ratings of online examinations. In a small sample of 34 postgraduate students, the respondents had positive perceptions towards online learning assessments (67.4%). The students also believed it contributed to improved learning and feedback (67.4%), and 77 percent had favorable attitudes towards online assessment ( Attia, 2014 ). In a pre-examination survey, students indicated they preferred to type than to write, felt more confident about the examination, and had limited issues with software and hardware ( Pagram, 2018 ). With the same sample in a post-examination survey, within the design and technology examination, students felt the software and hardware were simple to use, yet many students did not feel at ease from their use of an e-examination.

Rios and Liu (2017) compared proctored and non-proctored online examinations across several aspects, including test-taking behavior. Their study did not identify any difference in the test-taking behavior of students between the two environments. There was no significant difference between omitted items and not-reached items. Furthermore, with regards to rapid guessing, there was no significant difference. A negligible difference existed for students aged older than thirty-five years, yet gender was a nonsignificant factor.

3.4. Anxiety

Scholars have an increasing awareness of the role that test anxiety has in reducing student success in online learning environments ( Kolski & Weible, 2018 ). The manuscripts identified by the literature scan, identified inconsistencies of results for the effect that examination modalities have on student test anxiety. A study of 69 psychology undergraduates identified that students who typically experienced high anxiety in traditional test environments had lower anxiety levels when completing an online examination ( Stowell & Bennett, 2010 ). In a quasi-experimental study ( n  = 38 nursing students), when baseline anxiety is controlled, students in computer-based examinations had higher degrees of test anxiety.

In 34 postgraduate student interviews, only three opposed online assessment based on perceived lack of technical skill (e.g. typing; Attia, 2014 ). Around two-thirds of participants identified some form of fear-based on internet disconnection, electricity, slow typing, or family disturbances at home. A 37 participant Community College study used proximal indicators (e.g. lip licking and biting, furrowed eyebrows, and seat squirming) to assess the rate of test anxiety in webcam-based examination proctoring ( Kolski & Weible, 2018 ). Teacher strategies to reduce anxiety in their students include enabling students to consider, review, and acknowledge their anxieties ( Kolski & Weible, 2018 ). Responses such as students writing of their anxiety, or responding to multiple-choice questionnaire on test anxiety, reduced anxiety. Students in the test group and provided anxiety items or expressive writing exercises, performed better ( Kumar, 2014 ).

3.5. Cheating

Cheating was the most prevalent area among all the themes identified. Cheating in asynchronous, objective, and online assessments is argued by some to be at unconscionable levels ( Sullivan, 2016 ). In one survey, 73.6 percent of students felt it was easier to cheat on online examinations than regular examinations ( Aisyah et al., 2018 ). This is perhaps because students are monitored in paper and pencil examinations, compared to online examinations where greater control of variables is required to mitigate cheating. Some instructors have used randomized examination batteries to minimize cheating potential through peer-to-peer sharing ( Schmidt et al., 2009 ).

Scholars identify various methods for mitigating cheating. Identifying the test taker, preventing examination theft, unauthorized use of textbook/notes, preparing a set-up for online examination, unauthorized student access to a test bank, preventing the use of devices (e.g. phone, Bluetooth, and calculators), limiting access to other people during the examination, equitable access to equipment, identifying computer crashes, inconsistency of method for proctoring ( Hearn Moore et al., 2017 ). In another, the issue for solving cheating is social as well as technological. While technology is considered the current norm for reducing cheating, these tools have been mostly ineffective ( Sullivan, 2016 ). Access to multiple question banks through effective quiz design and delivery is a mechanism to reduce the propensity to cheat, by reducing the stakes through multiple delivery attempts ( Sullivan, 2016 ). Question and answer randomization, continuous question development, multiple examination versions, open book options, time stamps, and diversity in question formats, sequences, types, and frequency are used to manage the perception and potential for cheating. In the study with MBA students, perception of the ability to cheat seemed to be critical for the development of a safe online examination environment ( Sullivan, 2016 ).

Dawson (2016) in a review of bring-your-own-device examinations including:

• • Copying contents of USB to a hard drive to make a copy of the digital examination available to others,
• • Use of a virtual machine to maintain access to standard applications on their device,
• • USB keyboard hacks to allow easy access to other documents (e.g. personal notes),
• • Modifying software to maintain complete control of their own device, and
• • A cold boot attack to maintain a copy of the examination.

The research on cheating has focused mainly on technical challenges (e.g. hardware to support cheating), rather than ethical and social issues (e.g. behavioral development to curb future cheating behaviors). The latter has been researched in more depth in traditional assessment methods (e.g. Wright, 2015 ). In a study on Massive Open Online Courses (MOOCs), motivations for students to engage in optional learning stemmed from knowledge, work, convenience, and personal interest ( Shapiro et al., 2017 ). This provides possible opportunities for future research to consider behavioral elements for responding to cheating, rather than institutional punitive arrangements.

3.6. Staff perception

Schmidt et al. (2009) also examined the perceptions of academics with regards to online examination. Academics reported that their biggest concern with using online examinations is the potential for cheating. There was a perception that students may get assistance during an examination. The reliability of the technology is the second more critical concern of academic staff. This includes concerns about internet connectivity as well as computer or software issues. The third concern is related to ease of use, both for the academic and for students. Academics want a system that is easy and quick to create, manage and mark examinations, and students can use with proficient ICT skills ( Schmidt et al., 2009 ). Furthermore, staff reported in a different study that marking digital work was easier and preferred it over paper examinations because of the reduction in paper ( Pagram et al., 2018 ). They believe preference should be given to using university machines instead of the student using their computer, mainly due to issues around operating system compatibility and data loss.

3.7. Authentication and security

Authentication was recognized as a significant issue for examination. Some scholars indicate that the primary reason for requiring physical attendance to proctored examinations is to validate and authenticate the student taking the assessment ( Chao et al., 2012 ). Importantly, the validity of online proctored examination administration procedures is argued as lower than proctored on-campus examinations ( Rios & Liu, 2017 ). Most responses to online examinations use bring-your-own-device models where laptops are brought to traditional lecture theatres, use of software on personal devices in any location desired, or use of prescribed devices in a classroom setting. The primary goal of each is to balance the authentication of students and maintain the integrity and value of achieving learning outcomes.

In a review of current authentication options ( AbuMansoor, 2017 ), the use of fingerprint reading, streaming media, and follow-up identifications were used to authenticate small cohorts of students. Some learning management systems (LMS) have developed subsidiary products (e.g. Weaver within Moodle) to support authentication processes. Some biometric software uses different levels to authenticate keystrokes for motor controls, stylometry for linguistics, application behavior for semantics, capture to physical or behavioral samples, extraction of unique data, comparison of distance measures, and recording decision-making. Development of online examinations should be oriented towards the same theory of open book examinations.

A series of models are proposed in our literature sample. AbuMansoor (2017) propose to use a series of processes into place to develop examinations that minimize cheating (e.g. question batteries), deploying authentication techniques (e.g. keystrokes and fingerprints), and conduct posthoc assessments to search for cheating. The Aisyah et al. (2018) model identifies two perspectives to conceptualize authentication systems: examinee and admin. From the examinee perspective, points of authentication at the pre-, intra-, and post-examination periods. From the administrative perspective, accessing photographic authentication from pre- and intra-examination periods can be used to validate the examinee. The open book open web (OBOW: Mohanna & Patel, 2016 ) model uses the application of authentic assessment to place the learner in the role of a decision-maker and expert witness, with validation by avoiding any question that could have a generic answer.

The Smart Authenticated Fast Exams (SAFE: Chebrolu et al., 2017 ) model uses application focus (e.g. continuously tracking focus of examinee), logging (phone state, phone identification, and Wi-Fi status), visual password (a password that is visually presented but not easily communicated without photograph), Bluetooth neighborhood logging (to check for nearby devices), ID checks, digitally signed application, random device swap, and the avoidance of ‘bring your own device’ models. The online comprehensive examination (OCE) was used in a National Board Dental Examination to test knowledge in a home environment with 200 multiple choice questions, and the ability to take the test multiple times for formative knowledge development.

Some scholars recommend online synchronous assessments as an alternative to traditional proctored examinations while maintaining the ability to manually authenticate ( Chao et al., 2012 ). In these assessments: quizzes are designed to test factual knowledge, practice for procedural, essay for conceptual, and oral for metacognitive knowledge. A ‘cyber face-to-face’ element is required to enable the validation of students.

3.8. Interface design

The interface of a system will impact on whether a student perceives the environment to be an enabler or barrier for online examinations. Abdel Karim and Shukur (2016) summarized the potential interface design features that emerged from a systematic review of the literature on this topic, as shown in Table 2 . The incorporation of navigation tools has also been identified by students and staff as an essential design feature ( Rios & Liu, 2017 ), as is an auto-save functionality ( Pagram et al., 2018 ).

Potential interface design features ( Abdel Karim & Shukur, 2016 ).

3.9. Technology issues

None of the studies that included technological problems in its design reported any issues ( Böhmer et al., 2018 ; Matthíasdóttir & Arnalds, 2016 ; Schmidt et al., 2009 ). One study stated that 5 percent of students reported some problem ranging from a slow system through to the system not working well with the computer operating system, however, the authors stated no technical problems that resulted in the inability to complete the examination were reported ( Matthíasdóttir & Arnalds, 2016 ). In a separate study, students reported that they would prefer to use university technology to complete the examination due to distrust of the system working with their home computer or laptop operating system or the fear of losing data during the examination ( Pagram et al., 2018 ). While the study did not report any problems loading on desktop machines, some student laptops from their workplace had firewalls, and as such had to load the system from a USB.

4. Discussion

This systematic literature review sought to assess the current state of literature concerning online examinations and its equivalents. For most students, online learning environments created a system more supportive of their wellbeing, personal lives, and learning performance. Staff preferred online examinations for their workload implications and ease of completion, and basic evaluation of print-based examination logistics could identify some substantial ongoing cost savings. Not all staff and students preferred the idea of online test environments, yet studies that considered age and gender identified only negligible differences ( Rios & Liu, 2017 ).

While the literature on online examinations is growing, there is still a dearth of discussion at the pedagogical and governance levels. Our review and new familiarity with papers led us to point researchers in two principal directions: accreditation and authenticity. We acknowledge that there are many possible pathways to consider, with reference to the consistency of application, the validity and reliability of online examinations, and whether online examinations enable better measurement and greater student success. There are also opportunities to synthesize online examination literature with other innovative digital pedagogical devices. For example, immersive learning environments ( Herrington et al., 2007 ), mobile technologies ( Jahnke & Liebscher, 2020 ); social media ( Giannikas, 2020 ), and web 2.0 technologies ( Bennett et al., 2012 ). The literature examined acknowledges key elements of the underlying needs for online examinations from student, academic, and technical perspectives. This has included the need for online examinations need to accessible, need to be able to distinguish a true pass from a true fail, secure, minimize opportunities for cheating, accurately authenticates the student, reduce marking time, and designed to be agile in software or technological failure.

We turn attention now to areas of need in future research, and focus on accreditation and authenticity over these alternates given there is a real need for more research prior to synthesis of knowledge on the latter pathways.

4.1. The accreditation question

The influence of external accreditation bodies was named frequently and ominously among the sample group, but lacked clarity surrounding exact parameters and expectations. Rios (2017, p. 231) identified a specific measure was used “for accreditation purposes”. Hylton et al. (2016 , p. 54) specified that the US Department of Education requires “appropriate procedures or technology are implemented” to authentic distance students. Gehringer and Peddycord (2013) empirically found that online/open-web examinations provided more significant data for accreditation. Underlying university decisions to use face-to-face invigilated examination settings is to enable authentication of learning – a requirement of many governing bodies globally. The continual refinement of rules has enabled a degree of assurance that students are who they say they are.

Nevertheless, sophisticated networks have been established globally to support direct student cheating from completing quick assessments and calculators with secret search engine capability through to full completion of a course inclusive of attending on-campus invigilated examinations. The authentication process in invigilated examinations does not typically account for distance students who have a forged student identification card to enable a contract service to complete their examinations. Under the requirement assure authentication of learning, invigilated examinations will require revision to meet contemporary environments. The inclusion of a broader range of big data from keystroke patterns, linguistics analysis, and whole-of-student analytics over a student lifecycle is necessary to identify areas of risk from the institutional perspective. Where a student has a significantly different method of typing or sentence structure, it is necessary to review.

An experimental study on the detection of cheating in a psychology unit found teachers could detect cheating 62 percent of the time ( Dawson & Sutherland-Smith, 2017 ). Automated algorithms could be used to support the pre-identification of this process, given lecturers and professors are unlikely to be explicitly coding for cheating propensity when grading multiple hundreds of papers on the same topic. Future scholars should be considering the innate differences that exist among test-taking behaviors that could be codified to create pattern recognition software. Even in traditional invigilated examinations, the use of linguistics and handwriting evaluations could be used for cheating identification.

4.2. Authentic assessments and examinations

The literature identified in the sample discussed with limited depth the role of authentic assessment in examinations. The evolution of pedagogy and teaching principles (e.g. constructive alignment; Biggs, 1996 ) have paved the way for revised approaches to assessment and student learning. In the case of invigilated examinations, universities have been far slower to progress innovative solutions despite growing evidence that students prefer the flexibility and opportunities afforded by digitalizing exams. University commitments to the development of authentic assessment environments will require a radical revision of current examination practice to incorporate real-life learning processes and unstructured problem-solving ( Williams & Wong, 2009 ). While traditional examinations may be influenced by financial efficacy, accreditation, and authentication pressures, there are upward pressures from student demand, student success, and student wellbeing to create more authentic learning opportunities.

The online examination setting offers greater connectivity to the kinds of environments graduates will be expected to engage in on a regular basis. The development of time management skills to plan times to complete a fixed time examination is reflected in the business student's need to pitch and present at certain times of the day to corporate stakeholders, or a dentist maintaining a specific time allotment for the extraction of a tooth. The completion of a self-regulated task online with tangible performance outcomes is reflected in many roles from lawyer briefs on time-sensitive court cases to high school teacher completions of student reports at the end of a calendar year. Future practitioner implementation and evaluation should be focused on embedding authenticity into the examination setting, and future researchers should seek to understand better the parameters by which online examinations can create authentic learning experiences for students. In some cases, the inclusion of examinations may not be appropriate; and in these cases, they should be progressively extracted from the curriculum.

4.3. Where to next?

As institutions begin to provide higher learning flexibility to students with digital and blended offerings, there is scholarly need to consider the efficacy of the examination environment associated with these settings. Home computers and high-speed internet are becoming commonplace ( Rainie & Horrigan, 2005 ), recognizing that such an assumption has implications for student equity. As Warschauer (2007 , p. 41) puts it, “the future of learning is digital”. Our ability as educators will be in seeking to understand how we can create high impact learning opportunities while responding to an era of digitalization. Research considering digital fluency in students will be pivotal ( Crawford & Butler-Henderson, 2020 ). Important too, is the scholarly imperative to examine the implementation barriers and successes associated with online examinations in higher education institutions given the lack of clear cross-institutional case studies. There is also a symbiotic question that requires addressing by scholars in our field, beginning with understanding how online examinations can enable higher education, and likewise how higher education can shape and inform the implementation and delivery of online examinations.

4.4. Limitations

This study adopted a rigorous PRISMA method for preliminary identification of papers for inclusion, the MMAT protocol for identifying the quality of papers, and an inductive thematic analysis for analyzing papers included. These processes respond directly to limitations of subjectivity and assurance of breadth and depth of literature. However, the systematic literature review method limits the papers included by the search criteria used. While we opted for a broad set of terms, it is possible we missed papers that would typically have been identified in other manual and critical identification processes. The lack of research published provided a substantial opportunity to develop a systematic literature review to summarize the state of the evidence, but the availability of data limits each comment. A meta-analysis on quantitative research in this area of study would be complicated because of the lack of replication. Indeed, our ability to unpack which institutions currently use online examinations (and variants thereof) relied on scholars publishing on such implementations; many of which have not. The findings of this systematic literature review are also limited by the lack of replication in this infant field. The systematic literature review was, in our opinions, the most appropriate method to summarize the current state of literature despite the above limitations and provides a strong foundation for an evidence-based future of online examinations. We also acknowledge the deep connection that this research may have in relation to the contemporary COVID-19 climate in higher education, with many universities opting for online forms of examinations to support physically distanced education and emergency remote teaching. There were 138 publications on broad learning and teaching topics during the first half of 2020 ( Butler-Henderson et al., 2020 ). Future research may consider how this has changed or influenced the nature of rapid innovation for online examinations.

5. Conclusion

This systematic literature review considered the contemporary literature on online examinations and their equivalents. We discussed student, staff, and technological research as it was identified in our sample. The dominant focus of the literature is still oriented on preliminary evaluations of implementation. These include what processes changed at a technological level, and how students and staff rated their preferences. There were some early attempts to explore the effect of online examinations on student wellbeing and student performance, along with how the changes affect the ability for staff to achieve.

Higher education needs this succinct summary of the literature on online examinations to understand the barriers and how they can be overcome, encouraging greater uptake of online examinations in tertiary education. One of the largest barriers is perceptions of using online examinations. Once students have experienced online examinations, there is a preference for this format due to its ease of use. The literature reported student performance did not have significant difference in final examination scores across online and traditional examination modalities. Student anxiety decreased once they had used the online examination software. This information needs to be provided to students to change students’ perceptions and decrease anxiety when implementing an online examination system. Similarly, the information summarized in this paper needs to be provided to staff, such as the data related to cheating, reliability of the technology, ease of use, and reduction in time for establishing and marking examinations. When selecting a system, institutions should seek one that includes biometrics with a high level of precision, such as user authentication, and movement, sound, and keystroke monitoring (reporting deviations so the recording can be reviewed). These features reduce the need for online examinations to be invigilated. Other system features should include locking the system or browser, cloud-based technology so local updates are not required, and an interface design that makes using the online examination intuitive. Institutions should also consider how it will address technological failures and digital disparities, such as literacy and access to technology.

We recognize the need for substantially more evidence surrounding the post-implementation stages of online examinations. The current use of online examinations across disciplines, institutions, and countries needs to be examined to understand the successes and gaps. Beyond questions of ‘do students prefer online or on-campus exams’, serious questions of how student mental wellbeing, employability, and achievement of learning outcomes can be improved as a result of an online examination pedagogy is critical. In conjunction is the need to break down the facets and types of digitally enhanced examinations (e.g. online, e-examination, BYOD examinations, and similar) and compare each of these for their respective efficacy in enabling student success against institutional implications. While this paper was only able to capture the literature that does exist, we believe the next stage of literature needs to consider broader implications than immediate student perceptions toward the achievement of institutional strategic imperatives that may include student wellbeing, student success, student retention, financial viability, staff enrichment, and student employability.

Author statement

Both authors Kerryn Butler-Henderson and Joseph Crawford contributed to the design of this study, literature searches, data abstraction and cleaning, data analysis, and development of this manuscript. All contributions were equal.

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

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How to Write a Short Essay, With Examples

Writing clearly and concisely is one of the best skills you can take from school into professional settings. A great way to practice this kind of writing is with short essays. A short essay is any essay that has a word count of fewer than 1,000 words. While getting assigned a short essay might seem preferable to a ten-page paper, writing short poses its own special challenges. Here, we’ll show you how to write a convincing short essay in five simple steps.

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What is a short essay?

A short essay is any type of essay condensed to its most important elements. There is no universal answer to what a short essay length is, but teachers generally assign short essays in the 250- to 750-word range, and occasionally up to 1,000 words.

Just because the essays are short doesn’t mean the subjects must be simple. One of the greatest challenges of short essays is distilling complex topics into a few telling words. Some examples of short essay topics are:

• The advantages and disadvantages of social media
• The pros and cons of online learning
• The influence of music on human emotions
• The role of artificial intelligence in modern life
• The ways that climate change affects daily life

Why write short essays?

Short essays have a number of advantages, including effective communication, critical thinking, and professional communication.

Effective communication: In the short essay, you don’t have the space to wander. Practicing short essays will help you learn how to articulate your message clearly and quickly.

Critical thinking: Writing a short essay demands the ability to think critically and identify key points that support the central thesis. Short essays will help you hone your ability to find the most relevant points and shed irrelevant information.

Professional communication: Whether it’s writing a persuasive email, a project proposal, or a succinct report, the ability to convey information effectively in a brief format is a valuable skill in the professional world.

Developing writing skills: As with all writing practice, short essays provide an excellent platform for you to refine your writing skills, such as grammar, sentence structure , vocabulary, and coherence. The more you practice crafting short essays, the more your overall writing proficiency improves.

How to write a short essay

The tactics you use for longer essays apply to short essays as well. For more in-depth guides on specific types of essays, you can read our posts on persuasive , personal , expository , compare-and-contrast , and argumentative essays. Regardless of the essay type, following these five steps will make writing your short essay much easier.

Don’t be afraid of learning too much about a subject when you have a small word count. The better you understand your subject, the easier it will be to write clearly about it.

2 Generate ideas

Jot down key points, arguments, or examples that you want to include in your essay. Don’t get too wrapped up in the details during this step. Just try to get down all of the big ideas that you want to get across. Your major argument or theme will likely emerge as you contemplate.

Outlines are especially helpful for short essays because you don’t have any room for excess information. Creating an outline will help you stay on topic when it comes time to write.

You have to actually write the essay. Once you’ve done your research, developed your big ideas, and outlined your essay, the writing will come more easily.

Naturally, our favorite part of the process is the editing . The hard part (writing) is done. Now you can go back through and make sure all of your word choices make sense, your grammar is checked, and you have cleaned up any unessential or irrelevant information.

Short essay examples

Why small dogs are better than big dogs (209 words).

Small dogs are beloved companions to many, and their unique qualities make them a perfect fit for some pet owners. In this essay, we explore why a small dog might be the right choice for you.

Firstly, the compact size of small dogs makes them ideal for people living in apartments or homes with limited space. As long as you can get your furry friend to fresh air (and grass) a couple of times per day, you don’t have to worry about having a big yard.

Secondly, small dogs require less food, which can be advantageous for those on a budget.

Small dogs are also easier to handle and control. Walks and outdoor activities become less physically demanding, making them a preferable choice for children, the elderly, or those with limited strength.

If you travel a lot for work or family, small dogs are much easier to bring along than their larger counterparts. Some travel companies make dog carriers that tuck neatly under a bus or plane seat.

In conclusion, small dogs offer a multitude of benefits, from their limited space requirements and economic advantages to their ease of handling and portability. These charming qualities undoubtedly make small dogs a cherished choice for pet owners seeking a new companion.

Why big dogs are better than small dogs (191 words)

Big dogs, with their impressive presence and gentle souls, have captured the hearts of countless pet owners. In this essay, we explore why big dogs are better pets than their smaller counterparts.

Firstly, big dogs exude an aura of protectiveness and security. Their size alone can act as a deterrent to potential intruders, making them excellent guard dogs for families and properties. Their mere presence provides reassurance and safety.

Secondly, big dogs tend to have more energy and strength, making them suitable partners for various outdoor activities and adventures. Hiking, jogging, or simply playing fetch becomes an enjoyable experience, fostering an active and healthy lifestyle for both pet and owner.

Lastly, big dogs often have a gentle and patient demeanor, especially when interacting with children and other pets. Their calm nature can bring a peaceful or grounding presence to otherwise chaotic homes.

In conclusion, big dogs possess a captivating blend of commanding protectiveness, physical capacity, and gentle disposition. These qualities make them exceptional companions, providing both security and emotional fulfillment. Big dogs are a great choice for potential pet owners looking for an animal with majestic appeal and a loving heart.

Short essay FAQs

A short essay is any essay that is shorter than 1,000 words. Teachers often assign short essays to teach students how to write clearly, coherently, and concisely.

When do you write a short essay?

Short essays help students practice effective communication, critical thinking, and persuasive writing. While short essays are often assigned in school, they are also useful in professional settings for things like project proposals or reports.

How do you format a short essay?

Short essays should be formatted according to your teacher’s guidelines or the requirements of your workplace. Check your assignment for the word count and stick to it. Make sure your essay flows logically from one idea to the next by presenting a clear thesis, using strong topic sentences, and providing a concise conclusion.

Essay Exams

What this handout is about.

At some time in your undergraduate career, you’re going to have to write an essay exam. This thought can inspire a fair amount of fear: we struggle enough with essays when they aren’t timed events based on unknown questions. The goal of this handout is to give you some easy and effective strategies that will help you take control of the situation and do your best.

Why do instructors give essay exams?

Essay exams are a useful tool for finding out if you can sort through a large body of information, figure out what is important, and explain why it is important. Essay exams challenge you to come up with key course ideas and put them in your own words and to use the interpretive or analytical skills you’ve practiced in the course. Instructors want to see whether:

• You understand concepts that provide the basis for the course
• You can use those concepts to interpret specific materials
• You can make connections, see relationships, draw comparisons and contrasts
• You can synthesize diverse information in support of an original assertion
• You can justify your own evaluations based on appropriate criteria
• You can argue your own opinions with convincing evidence
• You can think critically and analytically about a subject

What essay questions require

Exam questions can reach pretty far into the course materials, so you cannot hope to do well on them if you do not keep up with the readings and assignments from the beginning of the course. The most successful essay exam takers are prepared for anything reasonable, and they probably have some intelligent guesses about the content of the exam before they take it. How can you be a prepared exam taker? Try some of the following suggestions during the semester:

• Do the reading as the syllabus dictates; keeping up with the reading while the related concepts are being discussed in class saves you double the effort later.
• Go to lectures (and put away your phone, the newspaper, and that crossword puzzle!).
• Take careful notes that you’ll understand months later. If this is not your strong suit or the conventions for a particular discipline are different from what you are used to, ask your TA or the Learning Center for advice.
• Participate in your discussion sections; this will help you absorb the material better so you don’t have to study as hard.
• Organize small study groups with classmates to explore and review course materials throughout the semester. Others will catch things you might miss even when paying attention. This is not cheating. As long as what you write on the essay is your own work, formulating ideas and sharing notes is okay. In fact, it is a big part of the learning process.
• As an exam approaches, find out what you can about the form it will take. This will help you forecast the questions that will be on the exam, and prepare for them.

These suggestions will save you lots of time and misery later. Remember that you can’t cram weeks of information into a single day or night of study. So why put yourself in that position?

Now let’s focus on studying for the exam. You’ll notice the following suggestions are all based on organizing your study materials into manageable chunks of related material. If you have a plan of attack, you’ll feel more confident and your answers will be more clear. Here are some tips: 

• Don’t just memorize aimlessly; clarify the important issues of the course and use these issues to focus your understanding of specific facts and particular readings.
• Try to organize and prioritize the information into a thematic pattern. Look at what you’ve studied and find a way to put things into related groups. Find the fundamental ideas that have been emphasized throughout the course and organize your notes into broad categories. Think about how different categories relate to each other.
• Find out what you don’t know, but need to know, by making up test questions and trying to answer them. Studying in groups helps as well.

Taking the exam

Read the exam carefully.

• If you are given the entire exam at once and can determine your approach on your own, read the entire exam before you get started.
• Look at how many points each part earns you, and find hints for how long your answers should be.
• Figure out how much time you have and how best to use it. Write down the actual clock time that you expect to take in each section, and stick to it. This will help you avoid spending all your time on only one section. One strategy is to divide the available time according to percentage worth of the question. You don’t want to spend half of your time on something that is only worth one tenth of the total points.
• As you read, make tentative choices of the questions you will answer (if you have a choice). Don’t just answer the first essay question you encounter. Instead, read through all of the options. Jot down really brief ideas for each question before deciding.
• Remember that the easiest-looking question is not always as easy as it looks. Focus your attention on questions for which you can explain your answer most thoroughly, rather than settle on questions where you know the answer but can’t say why.

Analyze the questions

• Decide what you are being asked to do. If you skim the question to find the main “topic” and then rush to grasp any related ideas you can recall, you may become flustered, lose concentration, and even go blank. Try looking closely at what the question is directing you to do, and try to understand the sort of writing that will be required.
• Focus on what you do know about the question, not on what you don’t.
• Look at the active verbs in the assignment—they tell you what you should be doing. We’ve included some of these below, with some suggestions on what they might mean. (For help with this sort of detective work, see the Writing Center handout titled Reading Assignments.)

Information words, such as who, what, when, where, how, and why ask you to demonstrate what you know about the subject. Information words may include:

• define—give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning.
• explain why/how—give reasons why or examples of how something happened.
• illustrate—give descriptive examples of the subject and show how each is connected with the subject.
• summarize—briefly cover the important ideas you learned about the subject.
• trace—outline how something has changed or developed from an earlier time to its current form.
• research—gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you’ve found.

Relation words ask you to demonstrate how things are connected. Relation words may include:

• compare—show how two or more things are similar (and, sometimes, different).
• contrast—show how two or more things are dissimilar.
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation.
• cause—show how one event or series of events made something else happen.
• relate—show or describe the connections between things.

Interpretation words ask you to defend ideas of your own about the subject. Don’t see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation. Interpretation words may include:

• prove, justify—give reasons or examples to demonstrate how or why something is the truth.
• evaluate, respond, assess—state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons (you may want to compare your subject to something else).
• support—give reasons or evidence for something you believe (be sure to state clearly what it is that you believe).
• synthesize—put two or more things together that haven’t been put together before; don’t just summarize one and then the other, and say that they are similar or different—you must provide a reason for putting them together (as opposed to compare and contrast—see above).
• analyze—look closely at the components of something to figure out how it works, what it might mean, or why it is important.
• argue—take a side and defend it (with proof) against the other side.

Plan your answers

Think about your time again. How much planning time you should take depends on how much time you have for each question and how many points each question is worth. Here are some general guidelines: 

• For short-answer definitions and identifications, just take a few seconds. Skip over any you don’t recognize fairly quickly, and come back to them when another question jogs your memory.
• For answers that require a paragraph or two, jot down several important ideas or specific examples that help to focus your thoughts.
• For longer answers, you will need to develop a much more definite strategy of organization. You only have time for one draft, so allow a reasonable amount of time—as much as a quarter of the time you’ve allotted for the question—for making notes, determining a thesis, and developing an outline.
• For questions with several parts (different requests or directions, a sequence of questions), make a list of the parts so that you do not miss or minimize one part. One way to be sure you answer them all is to number them in the question and in your outline.
• You may have to try two or three outlines or clusters before you hit on a workable plan. But be realistic—you want a plan you can develop within the limited time allotted for your answer. Your outline will have to be selective—not everything you know, but what you know that you can state clearly and keep to the point in the time available.

Again, focus on what you do know about the question, not on what you don’t.

Writing your answers

As with planning, your strategy for writing depends on the length of your answer:

• For short identifications and definitions, it is usually best to start with a general identifying statement and then move on to describe specific applications or explanations. Two sentences will almost always suffice, but make sure they are complete sentences. Find out whether the instructor wants definition alone, or definition and significance. Why is the identification term or object important?
• For longer answers, begin by stating your forecasting statement or thesis clearly and explicitly. Strive for focus, simplicity, and clarity. In stating your point and developing your answers, you may want to use important course vocabulary words from the question. For example, if the question is, “How does wisteria function as a representation of memory in Faulkner’s Absalom, Absalom?” you may want to use the words wisteria, representation, memory, and Faulkner) in your thesis statement and answer. Use these important words or concepts throughout the answer.
• If you have devised a promising outline for your answer, then you will be able to forecast your overall plan and its subpoints in your opening sentence. Forecasting impresses readers and has the very practical advantage of making your answer easier to read. Also, if you don’t finish writing, it tells your reader what you would have said if you had finished (and may get you partial points).
• You might want to use briefer paragraphs than you ordinarily do and signal clear relations between paragraphs with transition phrases or sentences.
• As you move ahead with the writing, you may think of new subpoints or ideas to include in the essay. Stop briefly to make a note of these on your original outline. If they are most appropriately inserted in a section you’ve already written, write them neatly in the margin, at the top of the page, or on the last page, with arrows or marks to alert the reader to where they fit in your answer. Be as neat and clear as possible.
• Don’t pad your answer with irrelevancies and repetitions just to fill up space. Within the time available, write a comprehensive, specific answer.
• Watch the clock carefully to ensure that you do not spend too much time on one answer. You must be realistic about the time constraints of an essay exam. If you write one dazzling answer on an exam with three equally-weighted required questions, you earn only 33 points—not enough to pass at most colleges. This may seem unfair, but keep in mind that instructors plan exams to be reasonably comprehensive. They want you to write about the course materials in two or three or more ways, not just one way. Hint: if you finish a half-hour essay in 10 minutes, you may need to develop some of your ideas more fully.
• If you run out of time when you are writing an answer, jot down the remaining main ideas from your outline, just to show that you know the material and with more time could have continued your exposition.
• Double-space to leave room for additions, and strike through errors or changes with one straight line (avoid erasing or scribbling over). Keep things as clean as possible. You never know what will earn you partial credit.
• Write legibly and proofread. Remember that your instructor will likely be reading a large pile of exams. The more difficult they are to read, the more exasperated the instructor might become. Your instructor also cannot give you credit for what they cannot understand. A few minutes of careful proofreading can improve your grade.

Perhaps the most important thing to keep in mind in writing essay exams is that you have a limited amount of time and space in which to get across the knowledge you have acquired and your ability to use it. Essay exams are not the place to be subtle or vague. It’s okay to have an obvious structure, even the five-paragraph essay format you may have been taught in high school. Introduce your main idea, have several paragraphs of support—each with a single point defended by specific examples, and conclude with a restatement of your main point and its significance.

Some physiological tips

Just think—we expect athletes to practice constantly and use everything in their abilities and situations in order to achieve success. Yet, somehow many students are convinced that one day’s worth of studying, no sleep, and some well-placed compliments (“Gee, Dr. So-and-so, I really enjoyed your last lecture”) are good preparation for a test. Essay exams are like any other testing situation in life: you’ll do best if you are prepared for what is expected of you, have practiced doing it before, and have arrived in the best shape to do it. You may not want to believe this, but it’s true: a good night’s sleep and a relaxed mind and body can do as much or more for you as any last-minute cram session. Colleges abound with tales of woe about students who slept through exams because they stayed up all night, wrote an essay on the wrong topic, forgot everything they studied, or freaked out in the exam and hyperventilated. If you are rested, breathing normally, and have brought along some healthy, energy-boosting snacks that you can eat or drink quietly, you are in a much better position to do a good job on the test. You aren’t going to write a good essay on something you figured out at 4 a.m. that morning. If you prepare yourself well throughout the semester, you don’t risk your whole grade on an overloaded, undernourished brain.

If for some reason you get yourself into this situation, take a minute every once in a while during the test to breathe deeply, stretch, and clear your brain. You need to be especially aware of the likelihood of errors, so check your essays thoroughly before you hand them in to make sure they answer the right questions and don’t have big oversights or mistakes (like saying “Hitler” when you really mean “Churchill”).

If you tend to go blank during exams, try studying in the same classroom in which the test will be given. Some research suggests that people attach ideas to their surroundings, so it might jog your memory to see the same things you were looking at while you studied.

Try good luck charms. Bring in something you associate with success or the support of your loved ones, and use it as a psychological boost.

Take all of the time you’ve been allotted. Reread, rework, and rethink your answers if you have extra time at the end, rather than giving up and handing the exam in the minute you’ve written your last sentence. Use every advantage you are given.

Remember that instructors do not want to see you trip up—they want to see you do well. With this in mind, try to relax and just do the best you can. The more you panic, the more mistakes you are liable to make. Put the test in perspective: will you die from a poor performance? Will you lose all of your friends? Will your entire future be destroyed? Remember: it’s just a test.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Axelrod, Rise B., and Charles R. Cooper. 2016. The St. Martin’s Guide to Writing , 11th ed. Boston: Bedford/St Martin’s.

Fowler, Ramsay H., and Jane E. Aaron. 2016. The Little, Brown Handbook , 13th ed. Boston: Pearson.

Gefvert, Constance J. 1988. The Confident Writer: A Norton Handbook , 2nd ed. New York: W.W. Norton and Company.

Kirszner, Laurie G. 1988. Writing: A College Rhetoric , 2nd ed. New York: Holt, Rinehart, and Winston.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Woodman, Leonara, and Thomas P. Adler. 1988. The Writer’s Choices , 2nd ed. Northbrook, Illinois: Scott Foresman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Exam Strategies: Short Answer & Essay Exams

Essay exams involve a significant written component in which you are asked to discuss and expand on a topic.  These could include written responses in the form of a formal essay or a detailed short-answer response.

• Short answer vs essay questions

Preparing for an essay exam

Answering essay questions.

Check out our visual resources for " Test Taking Strategies: Short Answer & Essay Questions " below!

What is the difference between a short answer and an essay question?

• Both short-answer and essay questions ask you to demonstrate your knowledge of course material by relating your answer to concepts covered in the course.
• Essay questions require a thesis (argument) and supporting evidence (from course material - lectures, readings, discussions, and assignments) outlined in several paragraphs, including an introduction, body, and conclusion.
• Short-answer questions are more concise than essay answers - think of it as a “mini-essay” - and use a sentence or two to introduce your topic; select a few points to discuss; add a concluding sentence that sums up your response.
• Review your course material - look for themes within the topics covered, use these to prepare sample questions if your instructor has not given direction on what to expect from essay questions.
• Create outlines to answer your practice questions. Choose a definite argument or thesis statement and organize supporting evidence logically in body paragraphs. Try a mnemonic (like a rhyme or acronym) to help remember your outline.
• Practice! Using your outline, try using a timer to write a full response to your practice or sample questions within the exam time limit.
• Review the question carefully. Think about what it is asking - what are you expected to include?  What material or examples are relevant?
• Underline keywords in the question to identify the main topic and discussion areas.
• Plan your time. Keep an eye on the time allowed and how many essay questions you are required to answer. Consider the mark distribution to determine how much time to spend on each question or section.
• Make a plan. Take a few minutes to brainstorm and plan your response - jot down a brief outline to order your points and arguments before you start to write.
• Include a thesis statement in your introduction so that your argument is clear, even if you run out of time, and help structure your answer.
• Write a conclusion , even if brief - use this to bring your ideas together to answer the question and suggest the broader implications.
• Clearly and concisely answer the question :
• In your introduction, show that you understand the question and outline how you will answer it.
• Make one point or argument per paragraph and include one or two pieces of evidence or examples for each point.
• In your conclusion, summarize the arguments to answer the question.

"Test Taking Strategies: Short Answer & Essay Questions"

Does your next test have short answer or essay questions? Let's look at how to prepare for these type of questions, how to answer these types of questions, and strategies to keep in mind during the exam. Fight exam writer's block and achieve your best marks yet!

• "Test Taking Strategies: Short Answer & Essay Questions" PDF
• "Test Taking Strategies: Short Answer & Essay Questions" Video

Looking for more strategies and tips? Check out MUN's Academic Success Centre online!

Carnegie Mellon University. (n.d.). Successful exam strategies. Carnegie Mellon University: Student Academic Success. Retrieved April 1, 2022 from https://www.cmu.edu/student-success/other-resources/fast-facts/exam-strategies.pdf

Memorial University of Newfoundland. (n.d.). Exam strategies: Short answer & essay exams. Memorial University of Newfoundland: Academic Success Centre. Retrieved April 1, 2022 from https://www.mun.ca/munup/vssc/learning/exam-strategies-essays.php

Trent University. (n.d.). How to understand and answer free response or essay exam questions. Trent University: Academic Skills. Retrieved April 1, 2022 from https://www.trentu.ca/academicskills/how-guides/how-study/prepare-and-write-exams/how-understand-and-answer-free-response-or-essay-exam

University of Queensland Australia. (n.d.). Exam tips. University of Queensland Australia: Student support, study skills. Retrieved April 1, 2022 from https://my.uq.edu.au/information-and-services/student-support/study-skills/exam-tips

University of Waterloo. (n.d.). Exam questions: Types, characteristics, and suggestions. University of Waterloo: Centre for Teaching Excellence. Retrieved April 1, 2022 from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/exams/questions-types-characteristics-suggestions

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Writing Essays for Exams

Welcome to the Purdue OWL

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Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

What is a well written answer to an essay question?

Well Focused

Be sure to answer the question completely, that is, answer all parts of the question. Avoid "padding." A lot of rambling and ranting is a sure sign that the writer doesn't really know what the right answer is and hopes that somehow, something in that overgrown jungle of words was the correct answer.

Well Organized

Don't write in a haphazard "think-as-you-go" manner. Do some planning and be sure that what you write has a clearly marked introduction which both states the point(s) you are going to make and also, if possible, how you are going to proceed. In addition, the essay should have a clearly indicated conclusion which summarizes the material covered and emphasizes your thesis or main point.

Well Supported

Do not just assert something is true, prove it. What facts, figures, examples, tests, etc. prove your point? In many cases, the difference between an A and a B as a grade is due to the effective use of supporting evidence.

Well Packaged

People who do not use conventions of language are thought of by their readers as less competent and less educated. If you need help with these or other writing skills, come to the Writing Lab

How do you write an effective essay exam?

• Read through all the questions carefully.
• Budget your time and decide which question(s) you will answer first.
• Underline the key word(s) which tell you what to do for each question.
• Choose an organizational pattern appropriate for each key word and plan your answers on scratch paper or in the margins.
• Write your answers as quickly and as legibly as you can; do not take the time to recopy.
• Begin each answer with one or two sentence thesis which summarizes your answer. If possible, phrase the statement so that it rephrases the question's essential terms into a statement (which therefore directly answers the essay question).
• Support your thesis with specific references to the material you have studied.
• Proofread your answer and correct errors in spelling and mechanics.

Specific organizational patterns and "key words"

Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support.

Typical questions

• "Define X."
• "What is an X?"
• "Choose N terms from the following list and define them."

Q: "What is a fanzine?"

A: A fanzine is a magazine written, mimeographed, and distributed by and for science fiction or comic strip enthusiasts.

Avoid constructions such as "An encounter group is where ..." and "General semantics is when ... ."

• State the term to be defined.
• State the class of objects or concepts to which the term belongs.
• Differentiate the term from other members of the class by listing the term's distinguishing characteristics.

Tools you can use

• Details which describe the term
• Examples and incidents
• Comparisons to familiar terms
• Negation to state what the term is not
• Classification (i.e., break it down into parts)
• Examination of origins or causes
• Examination of results, effects, or uses

Analysis involves breaking something down into its components and discovering the parts that make up the whole.

• "Analyze X."
• "What are the components of X?"
• "What are the five different kinds of X?"
• "Discuss the different types of X."

Q: "Discuss the different services a junior college offers a community."

A: Thesis: A junior college offers the community at least three main types of educational services: vocational education for young people, continuing education for older people, and personal development for all individuals.

Outline for supporting details and examples. For example, if you were answering the example question, an outline might include:

• Vocational education
• Continuing education
• Personal development

Write the essay, describing each part or component and making transitions between each of your descriptions. Some useful transition words include:

• first, second, third, etc.
• in addition

Conclude the essay by emphasizing how each part you have described makes up the whole you have been asked to analyze.

Cause and Effect

Cause and effect involves tracing probable or known effects of a certain cause or examining one or more effects and discussing the reasonable or known cause(s).

Typical questions:

• "What are the causes of X?"
• "What led to X?"
• "Why did X occur?"
• "Why does X happen?"
• "What would be the effects of X?"

Q: "Define recession and discuss the probable effects a recession would have on today's society."

A: Thesis: A recession, which is a nationwide lull in business activity, would be detrimental to society in the following ways: it would .......A......., it would .......B......., and it would .......C....... .

The rest of the answer would explain, in some detail, the three effects: A, B, and C.

Useful transition words:

• consequently
• for this reason
• as a result

Comparison-Contrast

• "How does X differ from Y?"
• "Compare X and Y."
• "What are the advantages and disadvantages of X and Y?"

Q: "Which would you rather own—a compact car or a full-sized car?"

A: Thesis: I would own a compact car rather than a full-sized car for the following reasons: .......A......., .......B......., .......C......., and .......D....... .

Two patterns of development:

• Full-sized car

Disadvantages

• Compact car

Useful transition words

• on the other hand
• unlike A, B ...
• in the same way
• while both A and B are ..., only B ..
• nevertheless
• on the contrary
• while A is ..., B is ...
• "Describe how X is accomplished."
• "List the steps involved in X."
• "Explain what happened in X."
• "What is the procedure involved in X?"

Process (sometimes called process analysis)

This involves giving directions or telling the reader how to do something. It may involve discussing some complex procedure as a series of discrete steps. The organization is almost always chronological.

Q: "According to Richard Bolles' What Color Is Your Parachute?, what is the best procedure for finding a job?"

A: In What Color Is Your Parachute?, Richard Bolles lists seven steps that all job-hunters should follow: .....A....., .....B....., .....C....., .....D....., .....E....., .....F....., and .....G..... .

The remainder of the answer should discuss each of these seven steps in some detail.

• following this
• after, afterwards, after this
• subsequently
• simultaneously, concurrently

Thesis and Support

• "Discuss X."
• "A noted authority has said X. Do you agree or disagree?"
• "Defend or refute X."
• "Do you think that X is valid? Defend your position."

Thesis and support involves stating a clearly worded opinion or interpretation and then defending it with all the data, examples, facts, and so on that you can draw from the material you have studied.

Q: "Despite criticism, television is useful because it aids in the socializing process of our children."

A: Television hinders rather than helps in the socializing process of our children because .......A......., .......B......., and .......C....... .

The rest of the answer is devoted to developing arguments A, B, and C.

• it follows that

A. Which of the following two answers is the better one? Why?

Question: Discuss the contribution of William Morris to book design, using as an example his edition of the works of Chaucer.

a. William Morris's Chaucer was his masterpiece. It shows his interest in the Middle Ages. The type is based on medieval manuscript writing, and the decoration around the edges of the pages is like that used in medieval books. The large initial letters are typical of medieval design. Those letters were printed from woodcuts, which was the medieval way of printing. The illustrations were by Burn-Jones, one of the best artists in England at the time. Morris was able to get the most competent people to help him because he was so famous as a poet and a designer (the Morris chair) and wallpaper and other decorative items for the home. He designed the furnishings for his own home, which was widely admired among the sort of people he associated with. In this way he started the arts and crafts movement.

b. Morris's contribution to book design was to approach the problem as an artist or fine craftsman, rather than a mere printer who reproduced texts. He wanted to raise the standards of printing, which had fallen to a low point, by showing that truly beautiful books could be produced. His Chaucer was designed as a unified work of art or high craft. Since Chaucer lived in the Middle Ages, Morris decided to design a new type based on medieval script and to imitate the format of a medieval manuscript. This involved elaborate letters and large initials at the beginnings of verses, as well as wide borders of intertwined vines with leaves, fruit, and flowers in strong colors. The effect was so unusual that the book caused great excitement and inspired other printers to design beautiful rather than purely utilitarian books.

From James M. McCrimmon, Writing with a Purpose , 7th ed. (Boston: Houghton Mifflin Company, 1980), pp. 261-263.

B. How would you plan the structure of the answers to these essay exam questions?

1. Was the X Act a continuation of earlier government policies or did it represent a departure from prior philosophies?

2. What seems to be the source of aggression in human beings? What can be done to lower the level of aggression in our society?

3. Choose one character from Novel X and, with specific references to the work, show how he or she functions as an "existential hero."

4. Define briefly the systems approach to business management. Illustrate how this differs from the traditional approach.

5. What is the cosmological argument? Does it prove that God exists?

6. Civil War historian Andy Bellum once wrote, "Blahblahblah blahed a blahblah, but of course if blahblah blahblahblahed the blah, then blahblahs are not blah but blahblah." To what extent and in what ways is the statement true? How is it false?

For more information on writing exam essays for the GED, please visit our Engagement area and go to the Community Writing and Education Station (CWEST) resources.

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Tips for Taking Online Exams

For some students, taking an online exam is a new and somewhat bewildering experience. They don’t know what to expect, and aren’t certain of the skills and strategies that will enable them to perform at their best. On a good note, many of the steps they’d take to complete an online exam are quite similar to those that they’d engage in as they prepare for an in-class test; however, the online environment does present some differences that warrant a bit of extra awareness and preparation. Many faculty use exam integrity tools like LockDown Browser or test monitoring software. Students should be aware they may need to download and learn how to use tools like these.

In their book  E-Learning Companion: A Student’s Guide to Online Success,  Fourth Edition , Ryan Watkins and Michael Corry provide several recommended steps that students can take in order to succeed on their online exams. We’ve adapted them below. You might want to share these tips with students.

Before the Online Exam: Prepare

• Read and understand the test guidelines. Be sure you can answer these questions: Will the test take place at a specific date and time, or can you take the exam at any point during a particular window of time? How much time will you have to complete the test? Can you take the test at home, or must you take the exam in a specific location (e.g., a campus computer lab)? Are there any other important, “need to know” factors outlined by the instructor?
• Know the test format. What kinds of questions will the instructor use on the exam—multiple-choice, fill-in, short answer, essay? Perhaps a combination of various types?
• Test yourself. If your instructor makes a practice exam available to you, take it! You may also find practice tests in your class textbook.
• Check your computer. Avoid last-minute problems! Whether you’re using your own computer or one in a lab, verify that it has all the correct hardware and software well in advance of the exam. Also, make sure you’ll be in a location with an adequate Internet location.
• Study the class materials! Even if the test is “open book,” it’s still important to study and review just as if you were taking the test in a classroom.
• Plan your time. As you test yourself, limit your time to that which will be allotted for the actual test, and decide how long you will spend on each question (e.g. if the test is one hour long, and you’ll have
• Carve out a quiet test-taking spot with minimal distractions. Turn off all notifications from IM, your phone, your email, and elsewhere (or, set them to silent). Shut off the TV and radio. Let your roommates or family know that you’ll be taking a test, so that they’re less likely to interrupt you during that time.
• Determine when you will take the test. You may have to take the exam at a specific time; however, if the test will be available for several hours (or even a few days), choose a time that presents the least potential for distraction, interruption, and stress.
• Gather all that you’ll need to take the test. If you can have materials such as notes, books, or writing implements with you, be sure that they’re set to go.
• Take a deep breath! Once you’re logged in, take a moment to relax and get focused.

During the Online Exam: Focus

• Keep an eye on the clock. You may want to set an alarm to notify you when you have limited time (e.g., 10 minutes) remaining in your testing period.
• If allowed by your instructor, print and save copies of the test questions, as well as your answers. These will prove extremely helpful if you have technical problems during the test or if you encounter issues while submitting your answers.
• Don’t leave the test page! If you are permitted to search the web or check other websites for information, do not use the same tab or copy of the browser as you do for your exam—you may lose all your work. Instead, open a second copy of your browser (or, choose a completely different browser), then conduct your search.
• Technical problems? Don’t panic. But do contact your instructor immediately, detailing the exact problem that occurred and any error messages you might have received. If you can take a screen shot, that is helpful as well.
• Check your work before you submit it. Ensure that every answer is complete and appears as you intended. Review the accuracy of your answers, as well as your spelling and grammar.
• Click submit. You should only need to do so once, but if you have a problem, try once more. If you still have a problem submitting the test, let your instructor know immediately, and send your intended answers in an attached document.

After the Online Exam: Review

• Assess your own progress. How do you believe you did? What questions did you find confusing? Did you have to skip anything? Return to your notes and readings, and see if you can find the answers to the questions that challenged you.
• Check your grade. In some cases, you may be able to learn your grade immediately. However, exams with written answers will take longer for your instructor to grade, so allow some time to find out your score.
• Ask yourself how you can improve on the next exam. Did your study strategies work? Did your plan for taking the test online prove successful? Write down your observations and keep them in mind for the next time you take a test. (Watkins and Corry, 183-185)

Reference: Watkins, Ryan and Corry, Michael. 2014.  E-Learning Companion: A Student’s Guide to Online Success .  4th ed. Boston, MA: Wadsworth, Cengage Learning.

Related articles

What are Pros and Cons of Online Exams?

by Thanh Huyen | Aug 5, 2022

It’s a breakthrough when it comes to teaching, learning, and taking exams online. However, many people are still wondering whether to choose online tests or not. If so, let’s explore the pros and cons of online exams in today’s blog.

Would you prefer to take examinations offline or online? Many people say online tests are amazing, while others say it sucks. Due to the fact that this is their experience, it is difficult to distinguish who is right and who is wrong. Basically, online exams are good, convenient, and cost-effective. However, it also depends a lot on external factors such as Internet quality, technical equipment, etc. These are the advantages and disadvantages of online tests. Understanding this will help us take advantage of its benefits and overcome its drawbacks. Today, let’s learn more about the pros and cons of online exams in this article.

Pros of Online Exams

With the development of computer technology and eLearning, online exams are increasingly popular in education. Let’s go through the 5 major advantages of online exams below. 

1. Convenience

The first strong point of taking an online exam is convenience. As long as you have the Internet and a device to access the test, you can take it anywhere. For example, you’re a full-time worker and a part-time student at a school. Once you are on a business trip or traveling with the company on the day of the test. Don’t worry, tell your teacher. With some clicks, he/she can schedule to public the test, send notifications to students and let them enroll in the test. Then, you access and take the test at any time within the time specified by the teacher. Therefore, you will not miss any mission. Conveniently, right?

2. Efficiencies

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It is both time and cost effective to take the tests online. Neither the teacher nor the student takes time to travel to the test site. The two sides just need to agree on a time, somewhere convenient like at home, a café, turn on the computer, and do the test. Teachers also save time on making exams, shuffling questions, grading, and reporting results to students. At each such stage, if they save time, it will reduce the cost of organizing the exam, labor costs, and some other surcharges. And imagine, how much waste will paper tests leave for the environment? The cost of handling it is certainly not small. The online test will save this cost.

3. Accuracy

Another pros of online testing is accuracy. Also thanks to the help of test-making software, the accuracy of the test is more assured. Compared to when taking paper-based tests, it takes less time for teachers to verify the accuracy of the test by taking it beforehand. By doing that, they can detect errors in the test caused by external factors. In addition, the answers, especially the ones of objective test questions, are pre-programmed. Once a test has been completed, students are notified of the results. By doing so, we will prevent unfortunate mistakes from occurring during the grading period due to fatigue and distractions caused by the examiners.

Using quiz makers to create the exam eliminates the risk of cheating or any other ways of exchanging answers. Because all manipulations process without human influence, the scores of the students are automatically and continuously graded as it is set before. Question-making apps can absolutely never cheat on the score in the exam. In addition, they also control the time as well as attempt to do the test, and shuffle the questions . It is very useful to prevent exam cheating.

5. Diversity

Nowadays, exam creation software is designed to create multiple questions in one test. For example, ActivePresenter has built-in ways to create 13 frequently used objective and subjective as well as essay questions. Depending on the test questions’ characteristics , the teacher can include them in the appropriate tests. In addition to rich question types, the software also allows teachers to add interactive objects such as buttons , feedback , and checkboxes . Another plus is that teachers can add images and audio to the test – the thing that paper tests cannot do. These are essential elements for skills tests like listening or speaking.

Cons of Online Exams

As shown above, online exams come with many strengths. However, everything has both sides. and so do the online tests. Keep reading to find out its weaknesses in this part.

1. Device requirements

Without a doubt, to take the tests online, we need devices. It can be a phone, or a tablet, but the best is still a computer or laptop. An old, slow device may not be suitable for an online test. The reason is that time management during the exam is very important. All operations to do the test, choose the answer, and go to the next question need to be fast. In some cases, a student may be unable to complete the test if the device fails to handle it in time, the mouse malfunctions, or the computer crashes. Since then, the assessment of students is also not accurate.

2. Internet Dependency

Online exams are often published on LMS and shared with students. So the Internet is the only way for the above process to proceed normally. It is also a weakness of online tests. If the Internet connection is not stable, weak, or even lost, it will be difficult to transfer exam questions and answers. This affects students’ test performance. Additionally, school districts in remote areas may have limited access to the Internet. Therefore, the online exams are not really suitable for students here. 

3. Teachers Stressing

After the outbreak of the Covid-19 epidemic , many schools around the world have looked for help from online learning and exams. In a short time, teachers and students had to get used to the new form of learning, changing lesson plans and teaching methods accordingly. Then they started worrying about how to take the online exam smoothly, without technical problems, and evaluate students fairly. In addition, not all teachers are good at using technical equipment and machines. Having to change and learn many new things in a short time can be stressful for many teachers.

Final Words

We have just learned about the pros and cons of online exams. This should help you apply to the right students at the right time. If you agree with the benefits of online exams and want to create your own ones, let ActivePresenter accompany you. As mentioned above, the app comes with commonly used question types. It also allows you to add interaction and visualization objects to the tests easily. For more information, download the software, and follow our Tutorials and Blog . You are welcome to create as many effective exams as you like.

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9 tips for writing essays in exams

Lauren Condon

Marketing Specialist at Atomi

Essay writing is enough of a struggle when there isn’t any time pressure. Add in a 40 minute limit and that’s pretty much breaking point for a lot of us 🙃 . Well don't stress too much because we're going to help out here with some tricks and tips for writing exam essays* that will actually show the HSC marker all of our killer ideas and skills. This might end up being a pretty hefty post so let’s get cracking straightaway.

* This basically works for things like speeches and long responses as well...

1. Pinpoint the instructions in the question

Before you even start writing, you need to be reading each word of that essay question super carefully. Make sure you’re following instructions and paying attention to the little things that are actually... big things. Do they want you to write a speech or an essay? Do they specify that you need ONE, at least ONE or TWO or more related texts? No excuses for skipping this step because you can just do it during reading time.

2. Draft a quick plan of the structure

Always, always, always plan your essays in an exam. Like… always. The kick of pure fear adrenaline when you start an exam can make it pretty tempting to get writing asap but save yourself a world of pain and take a few minutes to plan. You want to basically write down your thesis (probably one you’ve prepared earlier but tailor it to the specific question) and the structure of your body paragraphs. We go into a bit more detail on planning over here if you’re keen 👍 .

3. Manage your time in writing the essay and the whole exam

Two tips here (lucky you) but basically you need to manage your time in writing the essay and manage your whole exam time. So firstly, you have to leave yourself enough of the exam time to do your essay. If the exam is something like English Paper 1, you know that a third of the (two hour long) exam is an essay so you should be starting that essay with at least 40mins to go.

Hot tip: a lot of top students try to move through the first two sections of that exam fairly quickly so they have more time for a banging essay 💯.

When it comes to writing the essay, the structure you planned out will let you know if you’re on track or not. 40 minutes to write an essay and you have an intro, conclusion and four body paragraphs? Sweet. Well then it’s pretty clear that you should get your intro and the first two paragraphs done in 20 minutes. If you kind of messed up the timing of the whole exam and you don’t have your full 40 minutes then pick up the pace and if you can’t do that, time to make some quick decisions about what to cut.

4. Write out your evidence first so you don’t forget it

This isn’t a must but can be seriously helpful. Every essay needs evidence. It might be quotes, it might be dates, it might be stats. Even though you’ve definitely memorised these perfectly by the HSC (lol), it’s worth having a strategy for making sure you put all your evidence in. My personal tactic was, before starting to write the essay, to scribble that evidence (or just a keyword to jog my memory) down at the top of my planning paper or scribble it under the plan I wrote. That way, if I had a total mind blank when I got to writing a certain paragraph, I didn’t have to leave the evidence out or waste time trying to remember it.

5. Keep it structured

This one is pretty closely related to the point about planning but hey, can’t push it enough. The pressure of writing essays in exams makes it sooooo easy to start rambling and just chucking idea after idea after idea onto the page. Make a structure during your planning and be really strict about sticking to it to keep your essay as clear and strong as possible. Keep your paragraphs to a regular structure like PEEL/PEAL (point, example, explanation/analysis, link) so you have a clear idea of when you’ve written enough in each paragraph and when it’s time to just move on.

6. Have some potential theses and essay structures prepared

Memorising essays gets a little controversial but I think we all agree that you need to, at least, have a few ideas and potential essay structures going into that exam room. Some of us will try to remember whole essays word-for-word which isn’t officially recommended but as long as you are prepared to ( and know how to ) adapt it to the question then it shouldn’t be too bad. It’s really about finding out what approach works best for you but having some possible essays structures and flexible thesis ideas up your sleeve will make sure that you can write an impressive essay in just 40 minutes.

7. If you get stuck, your best bet is to pause for a second

Having a mind blank during an exam is not a good feeling because the clock is literally ticking and there isn’t a way you can magically force yourself to remember a quote or come up with an idea. It will feel pretty stressful but your best bet here is actually to pause and think instead of continuing to waffle on.

Waffling affects the clarity of your essay and the marking criteria about the ‘composing’ of your response. It also might affect how well the marker thinks you understand your argument so it’s always better to pause, give yourself a few seconds to try and reach a solution. If you can’t, either move on and try to come back later or just cut your losses, conclude that point and move on.

8. Don’t forget to anchor your essay with the keyword and source material

Not every essay will give you source material (a picture or quote that you have to refer to) but you will always have a verb or keyword in the question that tells you how to position your argument. When it comes to unexpected source material, here are some tricks and tips and when it comes to the keyword, let’s start by having a look at three questions pulled from the 2016 Advanced English Paper 2 .

• Discuss means you need to pinpoint the issues raised by that statement and provide examples and analysis for and/or against each of those issue.

• How means you need to be providing really solid examples of contrast in Yeats poetry and explaining what that contrast says about personal concerns, political concerns and the relationship between the two.

• To what extent means you need to making a judgement call about how much the themes and ideas in your texts support (or do not support) that statement. This doesn't have to be black and white, you can always say that the texts support that statement in some ways and challenge it in other ways as long as you provide good evidence and analysis to back it up.

All those instructing verbs and keywords came from just one paper so brush on up exactly what they mean and how to use them to anchor your essay . Addressing the keyword and source material really well will show your marker than you are actually answering the exam question, not just chucking out a pre-prepared response.

9. Remind yourself of what the markers are looking for

The overall best tip for writing essays in exams is to remind yourself what your markers are looking for. And no, that doesn't mean you just try to tell your mysterious, probably middle-aged NESA marker what you think they want to hear.

Instead, think about your essay sensibly. Your marker wants to see how well you understand the texts and how the authors communicated those ideas. They want to see how well you understand the concept of Discovery and all its nuances (hint: they’re written out here ). And they want to see how well you can bring all these ideas together and communicate them in a logical, cohesive manner. Don’t get too caught up in fancy language or insanely obscure techniques - you’ve got this.

Writing essays in exams really comes down to being as prepared as possible and having a good strategy for the exam itself. Make sure you’re managing your time and keeping calm enough to write the killer essay you’d be able to come up with outside of the exam room. Happy essay writing… 😬

Published on

October 5, 2017

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• How to write an essay outline | Guidelines & examples

How to Write an Essay Outline | Guidelines & Examples

Published on August 14, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay outline is a way of planning the structure of your essay before you start writing. It involves writing quick summary sentences or phrases for every point you will cover in each paragraph , giving you a picture of how your argument will unfold.

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Table of contents

Organizing your material, presentation of the outline, examples of essay outlines, other interesting articles, frequently asked questions about essay outlines.

At the stage where you’re writing an essay outline, your ideas are probably still not fully formed. You should know your topic  and have already done some preliminary research to find relevant sources , but now you need to shape your ideas into a structured argument.

Creating categories

Look over any information, quotes and ideas you’ve noted down from your research and consider the central point you want to make in the essay—this will be the basis of your thesis statement . Once you have an idea of your overall argument, you can begin to organize your material in a way that serves that argument.

Try to arrange your material into categories related to different aspects of your argument. If you’re writing about a literary text, you might group your ideas into themes; in a history essay, it might be several key trends or turning points from the period you’re discussing.

Three main themes or subjects is a common structure for essays. Depending on the length of the essay, you could split the themes into three body paragraphs, or three longer sections with several paragraphs covering each theme.

As you create the outline, look critically at your categories and points: Are any of them irrelevant or redundant? Make sure every topic you cover is clearly related to your thesis statement.

Order of information

When you have your material organized into several categories, consider what order they should appear in.

Your essay will always begin and end with an introduction and conclusion , but the organization of the body is up to you.

Consider these questions to order your material:

• Is there an obvious starting point for your argument?
• Is there one subject that provides an easy transition into another?
• Do some points need to be set up by discussing other points first?

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Within each paragraph, you’ll discuss a single idea related to your overall topic or argument, using several points of evidence or analysis to do so.

In your outline, you present these points as a few short numbered sentences or phrases.They can be split into sub-points when more detail is needed.

The template below shows how you might structure an outline for a five-paragraph essay.

• Thesis statement
• First piece of evidence
• Second piece of evidence
• Summary/synthesis
• Importance of topic
• Strong closing statement

You can choose whether to write your outline in full sentences or short phrases. Be consistent in your choice; don’t randomly write some points as full sentences and others as short phrases.

Examples of outlines for different types of essays are presented below: an argumentative, expository, and literary analysis essay.

Argumentative essay outline

This outline is for a short argumentative essay evaluating the internet’s impact on education. It uses short phrases to summarize each point.

Its body is split into three paragraphs, each presenting arguments about a different aspect of the internet’s effects on education.

• Importance of the internet
• Concerns about internet use
• Thesis statement: Internet use a net positive
• Data exploring this effect
• Analysis indicating it is overstated
• Students’ reading levels over time
• Why this data is questionable
• Video media
• Interactive media
• Speed and simplicity of online research
• Questions about reliability (transitioning into next topic)
• Evidence indicating its ubiquity
• Claims that it discourages engagement with academic writing
• Evidence that Wikipedia warns students not to cite it
• Argument that it introduces students to citation
• Summary of key points
• Value of digital education for students
• Need for optimism to embrace advantages of the internet

Expository essay outline

This is the outline for an expository essay describing how the invention of the printing press affected life and politics in Europe.

The paragraphs are still summarized in short phrases here, but individual points are described with full sentences.

• Claim that the printing press marks the end of the Middle Ages.
• Provide background on the low levels of literacy before the printing press.
• Present the thesis statement: The invention of the printing press increased circulation of information in Europe, paving the way for the Reformation.
• Discuss the very high levels of illiteracy in medieval Europe.
• Describe how literacy and thus knowledge and education were mainly the domain of religious and political elites.
• Indicate how this discouraged political and religious change.
• Describe the invention of the printing press in 1440 by Johannes Gutenberg.
• Show the implications of the new technology for book production.
• Describe the rapid spread of the technology and the printing of the Gutenberg Bible.
• Link to the Reformation.
• Discuss the trend for translating the Bible into vernacular languages during the years following the printing press’s invention.
• Describe Luther’s own translation of the Bible during the Reformation.
• Sketch out the large-scale effects the Reformation would have on religion and politics.
• Summarize the history described.
• Stress the significance of the printing press to the events of this period.

Literary analysis essay outline

The literary analysis essay outlined below discusses the role of theater in Jane Austen’s novel Mansfield Park .

The body of the essay is divided into three different themes, each of which is explored through examples from the book.

• Describe the theatricality of Austen’s works
• Outline the role theater plays in Mansfield Park
• Introduce the research question : How does Austen use theater to express the characters’ morality in Mansfield Park ?
• Discuss Austen’s depiction of the performance at the end of the first volume
• Discuss how Sir Bertram reacts to the acting scheme
• Introduce Austen’s use of stage direction–like details during dialogue
• Explore how these are deployed to show the characters’ self-absorption
• Discuss Austen’s description of Maria and Julia’s relationship as polite but affectionless
• Compare Mrs. Norris’s self-conceit as charitable despite her idleness
• Summarize the three themes: The acting scheme, stage directions, and the performance of morals
• Answer the research question
• Indicate areas for further study

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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You will sometimes be asked to hand in an essay outline before you start writing your essay . Your supervisor wants to see that you have a clear idea of your structure so that writing will go smoothly.

Even when you do not have to hand it in, writing an essay outline is an important part of the writing process . It’s a good idea to write one (as informally as you like) to clarify your structure for yourself whenever you are working on an essay.

If you have to hand in your essay outline , you may be given specific guidelines stating whether you have to use full sentences. If you’re not sure, ask your supervisor.

When writing an essay outline for yourself, the choice is yours. Some students find it helpful to write out their ideas in full sentences, while others prefer to summarize them in short phrases.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

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Short answer and essay questions

Short answer and essay questions are types of assessment that are commonly used to evaluate a student’s understanding and knowledge.

Tips for creating short answer and essay questions

e.g., What is __? or how could __ be put into practice?

• Consider the course  learning outcomes . Design questions that appropriately assess the relevant learning objectives.
• Make sure the  content measures knowledge  appropriate to the desired learner level and learning goal.
• When students think critically they are required to  step beyond recalling factual information , incorporating evidence and examples to corroborate and/or dispute the validity of assertions/suppositions and compare and contrast multiple perspectives on the same argument.

e.g., paragraphs? sentences? Is bullet point format acceptable or does it have to be an essay format?

• Specify how many  marks each question is worth .
• Word limits  should be applied within Canvas for discursive or essay-type responses.
• Check that your  language and instructions  are appropriate to the student population and discipline of study. Not all students have English as their first language.
• Ensure the  instructions to students are clear , including optional and compulsory questions and the various components of the assessment.

Questions that promote deeper thinking

Use “open-ended” questions to provoke divergent thinking.

These questions will allow for a variety of possible answers and encourage students to think at a deeper level. Some generic question stems that trigger or stimulate different forms of critical thinking include:

• “What are the implications of …?”
• “Why is it important …?”
• “What is another way to look at …?”

Use questions that are deliberate in the types of higher order thinking to promote/assess

Rather than promoting recall of facts, use questions that allow students to demonstrate their comprehension, application and analysis of the concepts.

Generic question stems that can be used to trigger and assess higher order thinking

Comprehension.

Convert information into a form that  makes sense to the individual .

• How would you put __ into your own words?
• What would be an example of __?

Application

Apply abstract or theoretical principles to  concrete ,  practical  situations.

• How can you make use of __?
• How could __ be put into practice?

Break down  or  dissect  information.

• What are the most important/significant ideas or elements of __?
• What assumptions/biases underlie or are hidden within __?

Build up  or  connect  separate pieces of information to form a larger, more coherent pattern

• How can these different ideas be grouped together into a more general category?  

Critically judge  the validity or aesthetic value of ideas, data, or products.

• How would you judge the accuracy or validity of __? 
• How would you evaluate the ethical (moral) implications or consequences of __?

Draw conclusions about  particular instances  that are logically consistent.

• What specific conclusions can be drawn from this general __? 
• What particular actions would be consistent with this general __? 

Balanced thinking

Carefully consider arguments/evidence  for  and  against  a particular position.

• What evidence supports and contradicts __? 
• What are arguments for and counterarguments against __? 

Causal reasoning

Identify  cause-effect relationships  between different ideas or actions.

• How would you explain why __ occurred? 
• How would __ affect or influence __? 

Creative thinking

Generate  imaginative  ideas or  novel  approaches to traditional practices.  

• What might be a metaphor or analogy for __? 
• What might happen if __? (hypothetical reasoning)

Redesign test questions for open-book format

It is important to redesign the assessment tasks to authentically assess the intended learning outcomes in a way that is appropriate for this mode of assessment. Replacing questions that simply recall facts with questions that require higher level cognitive skills—for example analysis and explanation of why and how students reached an answer—provides opportunities for reflective questions based on students’ own experiences.

More quick, focused problem-solving and analysis—conducted with restricted access to limited allocated resources—will need to incorporate a student’s ability to demonstrate a more thoughtful research-based approach and/or the ability to negotiate an understanding of more complex problems, sometimes in an open-book format.

Layers can be added to the problem/process, and the inclusion of a reflective aspect can help achieve these goals, whether administered in an oral test or written examination format.

		Alternative format, focusing on explanation
	The strongest and most resilient connective tissue is A. adipose tissue B. reticular connective tissue C.  D. elastic connective tissue E. areolar connective tissue What is the strongest and most resilient connective tissue? Answer:  Why is fibrocartilage tissue the strongest and most resilient connective tissue? Comparing adipose tissue and fibrocartilage tissue, discuss reasons for relative strength and resilience of these connective tissues. Example 2: Analytic style multiple choice question or short answer In a study aimed at identifying factors associated with risk of developing dementia, a group of elderly people with a formal diagnosis of dementia were compared with a group of elderly people without dementia for a range of factors related to health, lifestyle and occupation. The patients with dementia were matched with those without dementia by age, sex and area of residence. Data collection was by interview. For the patients with severe dementia, where the dementia interfered with data collection, surrogates (usually a family member) assisted with data collection. This study is a A.  B. Cohort study C. Cross-sectional survey D. Field study What type of study is this? Answer:  In a case-control study aimed at identifying factors associated with risk of developing dementia, a group of elderly people with a formal diagnosis of dementia were compared with a group of elderly people without dementia for a range of factors related to health, lifestyle and occupation. The patients with dementia were matched with those without dementia by age, sex and area of residence. Data collection was by interview. For the patients with severe dementia, where the dementia interfered with data collection, surrogates (usually a family member) assisted with data collection. What makes this a case control study? In a study aimed at identifying factors associated with risk of developing dementia, a group of elderly people with a formal diagnosis of dementia were compared with a group of elderly people without dementia for a range of factors related to health, lifestyle and occupation. The patients with dementia were matched with those without dementia by age, sex and area of residence. Data collection was by interview. For the patients with severe dementia, where the dementia interfered with data collection, surrogates (usually a family member) assisted with data collection. What type of study is this? Why do you think this? Acknowledgement: Deakin University and original multiple choice questions: Jennifer Lindley, Monash University. Setting word limits for discursive or essay-type responses Try to set a  fair and reasonable word count  for long answer and essay questions. Some points to consider are: Weighting  – what is the relative weighting of the question in the assessment? Level of study  – what is the suggested word count for written assessments in your discipline, for that level of study? Skills development  – what skills are you requiring students to demonstrate? Higher level cognitive skills, such as evaluation and analysis, tend to require a lengthier word count in order to adequately respond to the assessment prompt. Referencing  – will you require students to  reference their sources ? This takes time, which should be accounted for in the total time to complete the assessment. References generally would not count towards the word count. Include clear marking guidelines for referencing in rubrics, including assessing skills such as critical thinking and evaluation of information. Communicate your expectations around word count to students in your assessment instructions, including how you will deal with submissions that are outside the word count. E.g.,  Write 600-800 words evaluating the key concepts of XYZ. Excess text over the word limit will not be marked. Let students know how to check the word count in their submission: Show  word count in Inspera  – question type: Essay. Multi-choice questions Write MCQs that assess reasoning, rather than recall. Page updated 16/03/2023 (added open-book section) What do you think about this page? Is there something missing? For enquiries unrelated to this content, please visit the Staff Service Centre This form is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply. Essay on Examination 500+ Words Examinations, often called “exams,” are a common part of education. They are tests that help us learn, measure our knowledge, and prepare for the future. In this essay, we will explore the importance of examinations in education, how they help us grow, and why they are necessary. Assessing Learning Examinations are essential for assessing what we have learned. They evaluate our understanding of subjects like math, science, history, and more. Through exams, teachers can identify areas where students excel and where they might need extra help. Goal Setting Examinations set goals for students. Knowing that there will be tests encourages us to study and learn. Achieving good results in exams gives us a sense of accomplishment and motivates us to keep learning. Academic Progress Exams help track our academic progress. By taking regular tests, teachers and parents can see how we are doing in school. If we are struggling in a particular subject, exams help identify the areas where we need improvement. Preparing for the Future Examinations prepare us for the future. As we grow, we face bigger exams like high school finals and college entrance exams. The skills we develop in earlier exams, such as time management and problem-solving, help us succeed in these more significant tests. Critical Thinking Exams encourage critical thinking. We are often asked to solve problems, analyze information, and apply what we have learned. These skills are valuable in everyday life and future careers. Fair Assessment Examinations provide a fair way to assess students. They are standardized, which means that all students take the same test under the same conditions. This ensures that everyone is evaluated fairly. Time Management Exams teach us time management. We have a limited amount of time to complete the test, which helps us learn how to prioritize tasks and work efficiently. Building Confidence Exams can boost our confidence. When we prepare well and do our best, we feel proud of our accomplishments. This self-confidence extends beyond exams and into other areas of life. Identifying Strengths and Weaknesses Exams help us identify our strengths and weaknesses. If we do well in a particular subject, we may discover a passion for it. On the other hand, if we struggle, we can seek help and improve. Preparing for Challenges Exams prepare us for life’s challenges. In the real world, we often face situations where we need to think critically, solve problems, and make decisions. The skills we develop through exams help us tackle these challenges. Conclusion of Essay on Examination In conclusion, examinations play a vital role in education. They assess our learning, set goals, track progress, and prepare us for the future. Exams encourage critical thinking, time management, and confidence-building. They provide a fair way to evaluate students and help us identify our strengths and weaknesses. While exams can be challenging, they are a valuable part of our educational journey. Embracing them and approaching them with a positive mindset can lead to personal growth and success. Examinations are not just tests; they are stepping stones to a brighter future. Also Check: Simple Guide on How To Write An Essay Essay on My Preparation for Examination Students are often asked to write an essay on My Preparation for Examination in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic. Let’s take a look… 100 Words Essay on My Preparation for Examination Understanding the syllabus. My preparation for examinations begins with understanding the syllabus. I carefully read through all the topics to know what I need to study. Making a Study Plan Next, I create a study plan. This includes allocating time for each subject, ensuring I cover all the topics. Study Materials I gather all necessary study materials, including textbooks, notes, and reference books. These resources help me understand the subject better. Finally, I revise all the topics. This helps me remember what I’ve studied and ensures I’m ready for the exam. 250 Words Essay on My Preparation for Examination The first step in my preparation for any examination is a thorough understanding of the syllabus. I go through each topic, noting down the areas that require more attention. This helps me in creating a comprehensive study plan, ensuring that no topic is left unattended. Creating a Study Plan Next, I create a study plan, dividing my time efficiently among all subjects. I prioritize topics based on their weightage in the exam and my comfort level. I make sure to allocate time for revisions and solving sample papers. This step-by-step approach keeps me organized and reduces stress. Adopting Effective Study Techniques I adopt various study techniques like active recall, spaced repetition, and the Feynman technique. These methods have been scientifically proven to enhance understanding and retention. I also make use of visual aids like diagrams and mind maps to simplify complex topics. Healthy Lifestyle Choices A healthy lifestyle is integral to my exam preparation. I maintain a balanced diet, regular exercise schedule, and ensure adequate sleep. This not only keeps me physically fit but also enhances my mental agility and concentration. Regular Assessments I regularly assess my preparation by solving previous year question papers and timed mock tests. This helps me gauge my understanding of the topics and also familiarizes me with the exam pattern. Stress Management Finally, managing stress is crucial during exam preparation. I practice mindfulness and meditation to keep anxiety at bay. I also take short breaks during study hours to relax and rejuvenate. 500 Words Essay on My Preparation for Examination Introduction. Examinations are an integral part of a student’s academic life. They are not merely a test of knowledge, but a trial of one’s discipline, perseverance, and time management skills. As a college student, I have found that a strategic approach to exam preparation is crucial. This essay will shed light on my personal strategies for exam preparation. The first step in my exam preparation is understanding the syllabus thoroughly. This involves identifying key topics, understanding the weightage of each unit, and recognizing the pattern of questions asked in previous years. I often create a study plan, allocating time to each topic based on its importance. Time Management Active learning. To ensure effective learning, I employ active studying techniques. I make use of flashcards, mind maps, and mnemonic devices to better retain information. I also practice active recall, a method of studying where I try to remember key points without referring to my notes. This technique has been scientifically proven to enhance memory retention. Practice and Revision Practicing with past papers and mock tests is a vital part of my preparation. It helps me understand the exam pattern and improve my time management during the actual exam. I make it a point to revise all topics multiple times, focusing more on my weak areas. Healthy Lifestyle Positive mindset. Lastly, I believe in the power of a positive mindset. I try to stay calm and composed throughout my preparation, treating exams as a way to enhance my knowledge rather than a burden. I also practice mindfulness exercises to keep anxiety at bay. In conclusion, my preparation for examinations is a holistic process that involves understanding the syllabus, effective time management, active learning, regular practice and revision, maintaining a healthy lifestyle, and fostering a positive mindset. I believe that this approach not only equips me to perform well in exams but also inculcates valuable life skills such as discipline, perseverance, and stress management. As college students, we must remember that exams are not just about grades, but about learning, growing, and preparing for the challenges that lie ahead. That’s it! I hope the essay helped you. Apart from these, you can look at all the essays by clicking here . Happy studying! Leave a Reply Cancel reply Schools & departments Exam papers online Exam Papers Online provides access for staff and students of the University of Edinburgh to the collected degree examination papers of the University from 2004 onwards, They may be used by students as a study aid only. Scope of the collection The majority of degree examination papers from the following academic years are now available: Exam papers for academic sessions 2004/05 - 2023/24 Exam Papers Online is primarily based on papers which the Library receives directly from Schools and includes papers from first, second, third year and honours years and some advanced courses. Specifically requested exclusions are not included. Exam Papers Online is available on and off-campus. Follow the link to the exam papers you require. You will be prompted for your EASE username and password. Remain within the same browser window and access should be seamless. Please note: for many courses the provision of exams in Spring 2020 differs from previous years due to the Covid-19 outbreak.  The relevance of previous exam papers will vary greatly between courses so please contact your course organiser or programme administration team to find out if consulting previous exam papers will be helpful to you as a revision study aid. Printed exam papers Bound volumes of older sets - up to academic year 2004/2005 - have now been removed to the University Collections Facility and may be retrieved upon request. Further information on accessing stored material is available here: Access material in the University Collections Facility Take down procedure Where possible, the Library has made past University exam papers available online as a study aid to current students and these can be accessed by following the links above. A request may be submitted to have a paper, or papers, removed from the web pages by emailing the address below, giving details of the academic year and course title of the paper(s) concerned and the reason for the request. Further information and help Cannot find the paper you are looking for. If it is a recent one it has probably not been added yet, so do try again at a later date. If you have other questions about any aspect of Exams Online, please get in touch. This article was published on 2024-08-21 Sarkari Naukri RRB NTPC Recruitment 2024 Notification to be Out at rrbapply.gov.in for 11558 Vacancies: Check Salary, Eligibility & Exam Details Rrb ntpc recruitment 2024: the railway recruitment board will release te rrb ntpc notification 2024 pdf for non-technical popular categories (ntpc) on  the regional rrb websites. a total of 11,558 vacancies are expected to be filled. candidates can check salary, eligibility, selection process, how to apply, application fee, exam details and related information here. . RRB NTPC Recruitment 2024 Notification : Good News for Govt Jobs Seekers! The Railway Recruitment Board is soon expected to release the notification for Non-Technical Popular Categories (NTPC). This is one of the most awaited recruitment. RRB NTPC will be released on the official website of the Railway Recruitment Board and in the employment newspaper. The registration will be done on the RRB Online website i.e. rrbapply.gov.in. 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Commercial cum Ticket Clerk  2022 Chief Commercial cum Ticket Supervisor  1736 Accounts Clerk cum Typist 361  Station Master  994 Junior Clerk cum Typist 990  Goods Train Manager  3144 Trains Clerk  72   Junior Account Assistant cum Typist  1507 Senior Clerk cum  732   RRB NTPC Salary 2024 (Expected) Candidates can check the post-wise salary below: Commercial cum Ticket Clerk - 21700 Accounts Clerk cum Typist - 19900 Junior Clerk cum Typist - 19900 Trains Clerk - 19900 Chief Commercial cum Ticket Supervisor - 35400 Station Master  - 35400 Goods Train Manager - 29200 Junior Account Assistant cum Typist - 29200 Senior Clerk cum Typist - 29200 RRB NTPC Eligibility 2024 (Expected) RRB NTPC Educational Qualification: The candidate should be a graduate or 12th according to the posts mentioned Graduate Posts - 18 to 36 years RRB NTPC UG Age Limit - 18 to 33 years How to Submit RRB NTPC Application 2024 ? The candidates can apply online RRB Apply website with the help of the steps given below: Step 1: Go to the official website of the Railway Recruitment Board (RRB) Apply Online -rrbapply.gov.in Step 2: Create your account, if not already, by clicking on 'Apply' - 'Create an Account' Step 3: Now, sign in using your mobile number/email and password by clicking 'Already have an Account'. RRB NTPC Application Fee 2024 For all candidates (except categories mentioned below) - Rs 500/- (Out of this fee of Rs 500/-, an amount of Rs 400/- shall be refunded duly deducting bank charges, on appearing in CBT) For SC, ST, Ex-Servicemen, PwBD, Female, Transgender, Minorities or Economically Backward Class (EBC )- Rs 250/- shall be refunded duly deducting bank charges as applicable, on appearing in CBT RRB NTPC Recruitment Highlights 2024  RRB NTPC (Non-Technical Popular Categories)  11558 RRB NTPC Selection Process 2024 Online Exam Stage 1 _ CBT 1 Online Exan Stage 2 - CBT 2 Typing Test (Skill Test) / Aptitude Test Document Verification Medical Examination RRB NTPC Exam Pattern 2024 RRB NTPC CBT 1 Exam Patter Marks RRB NTPC 2024 Participating Zones Get here latest School , CBSE and Govt Jobs notification and articles in English and Hindi for Sarkari Naukari , Sarkari Result and Exam Preparation . Download the Jagran Josh Sarkari Naukri App . 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Like the old familiar system of conducting exams, it aims to objectify the systematic evaluation of student's mastery in individual subjects. Advantages and Disadvantages of Online Examination System What is an online examination? An online examination is exactly what it says, it's an online system by which learners can be assed. It is similar to written exams in many ways, but in others, it's completely different. Online examinations have many advantages, but also a number of disadvantages. The advantages and disadvantages of an online examination system There are many advantages of online examination systems, such as security, customization, reliability, high interactivity, reduced turnaround time, and better accessibility. 1. Environment-friendly. The traditional pen-and-paper exams have detrimental effects on the environment. Considering the waste of paper, online examinations minimize ... 15 Merits and Demerits of Online Examination [+Infographic] In This researcher based paper will discuss Advantages and disadvantages of online examination system in detail. Coming across the online system of education anyone would wonder how do they conduct the examination in this. People may assume that there are high chances for anyone to cheat on the exam and the system of education fails to […] A systematic review of online examinations: A pedagogical innovation The development of online examination software has offered a systematic and technological alternative to the end-of-course summative examination designed for final authentication and testing of student knowledge retention, application, and extension. PDF WRITING QUESTIONS FOR ONLINE EXAMS WRITING QUESTIONS FOR ONLINE EXAMS. How to convert recall/remember factual type questions to higher level of thinking. Identify questions that ask what/when/who/which/ where is X OR are factual statements Modify the question stem OR change to a short answer question. Example: 1. How to Write a Short Essay, With Examples Sometimes an assignment or test calls for a short essay. Learn how to write a short essay in 5 steps, with examples of effective essays. Essay Exams Essay exams challenge you to come up with key course ideas and put them in your own words and to use the interpretive or analytical skills you've practiced in the course. Instructors want to see whether: You understand concepts that provide the basis for the course. Exam Strategies: Short Answer & Essay Exams Essay exams involve a significant written component in which you are asked to discuss and expand on a topic. These could include written responses in the form of a formal essay or a detailed short-answer response. PDF Exam Essays Writing an essay in an online exam can be daunting, but the following tips will help you feel prepared and get the best results. Exam essays test your ability to: answer the questions appropriately; develop an argument; use evidence to support your claims; articulate your critical voice; and. write clearly and correctly. Essays for Exams Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support. Definition. Typical questions. Tips for Taking Online Exams Students can get anxious about taking online exams. Here are some tips on how to help them deal with their concerns. What are Pros and Cons of Online Exams? Many people are still wondering whether to choose online tests or not. If so, let's explore the pros and cons of online exams in today's blog. Essays in exams The best way to do well in essay exams is to prepare and practice. This resource provides tips and strategies to help you revise, organise your thoughts and write clearly. 9 tips for writing essays in exams Essay writing is enough of a struggle when there isn't any time pressure. Add in a 40 minute limit and that's pretty much breaking point for a lot of us 🙃 . Well don't stress too much because we're going to help out here with some tricks and tips for writing exam essays* that will actually show the HSC marker all of our killer ideas and skills. This might end up being a pretty hefty ... How to Write an Essay Outline Learn how to write an effective essay outline with clear guidelines and examples, and improve your argument and structure in academic writing. Taking In-Class Essay Exams Take good notes throughout the course. Start reviewing them several days before the exam, and look for connections between concepts. You may want to discuss these in your essay. If you don't know what the exam questions will be, create your own questions from your notes, and practice answering them with a time limitation. Look at essay exams you have written in the past. Think about what ... PDF JETIR Research Journal Abstract: The abstraction of an online examination system involves delineating its fundamental components and functionalities at a high level. In this conceptual framework, distinct user roles emerge: students engaging in examinations, instructors overseeing exam processes and result reviews, and administrators managing user accounts and system configuration. The core functions encapsulate ... Short answer and essay questions Tips for creating short answer and essay questions Consider longer-answer formats that will better test student knowledge because they do not solely rely on recognition or recall of items. These include short answers (sentences or paragraphs) and essays. e.g., What is __? or how could __ be put into practice? Consider the course learning outcomes. Design questions that appropriately assess the ... Essay on Examination 500+ Words Essay on Examination 500+ Words. Examinations, often called "exams," are a common part of education. They are tests that help us learn, measure our knowledge, and prepare for the future. In this essay, we will explore the importance of examinations in education, how they help us grow, and why they are necessary. Essay on My Preparation for Examination High-quality essay on the topic of "My Preparation for Examination" for students in schools and colleges. Exam papers online Exam papers for academic sessions 2004/05 - 2023/24. Exam Papers Online is primarily based on papers which the Library receives directly from Schools and includes papers from first, second, third year and honours years and some advanced courses. Specifically requested exclusions are not included. RRB NTPC Recruitment Notification 2024 for 11558 Vacancies, Check The registration will be done on the RRB Online website i.e. rrbapply.gov.in. The notification will be released under CEN 05/2024 for Graduate Posts and CEN 06/2024 for Undergraduate Posts. RRB NTPC Notification 2024! Vacancies Eligibility& Syllabus RRB NTPC Exam Pattern & Syllabus . The RRB NTPC Recruitment 2024 exam is conducted in several phases, each designed to assess candidates' abilities and qualifications. Before you can start preparing for the exam, you need to understand the RRB NTPC Exam Pattern & Syllabus carefully. The process begins with the Computer-Based Test (CBT)-1, a ... assignment essay homework paper phd report resume review speech thesis