Learners’ annotations and written markings when taking a digital multiple-choice test: What support is needed?

Abstract

This research set out to enhance our understanding of the exam techniques and types of written annotations or markings that learners may wish to use to support their thinking when taking digital multiple-choice exams. Additionally, we aimed to further explore issues around the factors that contribute to learners writing less rough work and markings on scrap paper during a digital test than they write on paper-based tests, as observed in prior research. In this research, 52 learners attempted a digital economics test with access to either scrap paper or a print of the test. Some learners were observed in order to capture their interactions with the paper materials, all learners completed a questionnaire, and most learners were interviewed. The evidence collected provides insights regarding the types of annotations and written markings learners wished to use. Considerable variation was found in whether, and the extent to which, learners used paper materials. Scrap paper worked fairly well for some types of annotations or written markings, but not for others. The findings are informing additional developments to testing platform functionality.