online exams essay

Essay on Online Exam

Students are often asked to write an essay on Online Exam 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.

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100 Words Essay on Online Exam

Introduction.

Online exams are tests conducted via the internet. They are a popular method of evaluating students’ knowledge in the digital age.

Online exams offer flexibility. They can be taken from anywhere and at any time. They also provide instant results, saving time for both students and teachers.

Disadvantages

However, online exams also have drawbacks. They require a stable internet connection and a suitable device. Cheating can also be a problem, as it’s harder for teachers to monitor students.

Despite challenges, online exams are a convenient, modern approach to education assessment.

250 Words Essay on Online Exam

Introduction to online examinations, advantages of online examinations.

Online exams offer several benefits. Firstly, they provide flexibility as students can take them from any location, reducing travel time and expenses. Secondly, they allow for immediate feedback, facilitating quicker learning. Thirdly, they promote environmental sustainability by reducing paper usage.

Challenges and Solutions

Despite the advantages, online exams pose challenges such as technical issues, internet connectivity problems, and concerns about academic integrity. However, solutions like robust IT infrastructure, reliable internet connections, and sophisticated proctoring software can mitigate these issues.

Future of Online Examinations

As technology advances, online exams are set to become more sophisticated and user-friendly. Innovations like AI-powered proctoring, adaptive testing, and virtual reality could redefine the future of testing, making it more efficient and effective.

In conclusion, online examinations are a transformative educational tool that offers numerous benefits while posing some challenges. However, with technological advancements and effective solutions, they are poised to become an integral part of the education system, reshaping the way we assess learning and knowledge.

500 Words Essay on Online Exam

Online examinations have emerged as a revolutionary trend in the educational sector. They represent a shift from traditional pen-and-paper tests to digital platforms, providing a more efficient, reliable, and convenient evaluation method. This digital transformation in education is primarily driven by advancements in technology and the need for flexible learning environments.

The Mechanism of Online Examinations

One of the significant advantages of online examinations is their geographical independence. Students can take these exams from anywhere, reducing the need for physical infrastructure and travel. This accessibility can be especially beneficial for students residing in remote areas or for those with physical disabilities.

Moreover, online exams provide instant feedback, enhancing the learning experience. Students can quickly identify their areas of weakness and work on them immediately. This immediate feedback mechanism helps in improving the overall learning process and outcomes.

Challenges with Online Examinations

Technical issues also pose a significant challenge. Not all students have access to reliable internet and suitable devices, leading to potential disparities in the examination process. Additionally, technical glitches during the exam can cause stress and negatively impact performance.

The Future of Online Examinations

The future of online examinations looks promising with the advent of advanced technologies. Artificial Intelligence (AI), Machine Learning (ML), and data analytics can further streamline the process by automating grading, providing personalized feedback, and identifying learning patterns.

Online examinations represent a significant milestone in the evolution of education, providing numerous benefits over traditional methods. However, their successful implementation requires addressing the challenges they pose. With the right strategies and advancements in technology, online exams can revolutionize the educational landscape, making learning more accessible, efficient, and personalized.

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What is it really like to take an online exam?

A new development as a result of the covid-19 pandemic is online exams. student anna rees talks through how she did hers and why she thinks they may be better than the traditional exam hall model.

The Covid-19 pandemic has altered everyone’s lives significantly and students certainly weren’t exempt. We were unable to return to university and sit our examinations as normal and so many universities resorted to online exams.

In our current global situation, exams might not seem a priority. But, for students, exam stress combined with pandemic stress makes for a pretty hectic time. Here’s my experience with online exams and how they actually ended up alleviating my stress levels.

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What were my online exams?  

I had three online exams in total. Two were essay-based, where the titles were released on a certain date and we were given two weeks to write the essays.

We were expected to reference as we would for an essay, just on a smaller scale. Our word counts were also reduced to 750 from the usual 2,000 because of the shortened time frame.

My third exam was a multiple-choice exam. I had 37 questions and 1.5 hours to complete them. All three of these exams were open book, but we were still expected to complete them alone, as in a normal exam.

How do you study for an online exam? 

This was something I found quite difficult. I’m going to be sitting at home, surrounded by the entirety of my notes for the year. Do I revise or do I just scramble through my notes to find what I’m looking for when I need it? Luckily, I chose the former. It seemed a good idea to have my notes organised and summarised so that I could access them easily in the exam.

Although I didn’t revise as thoroughly as I would for a normal exam, I made sure to rewrite my notes for the semester, summarising as I went so that I could condense my notes. I then put all my notes on to a Word document, and added a contents page at the top so that I could find what I was looking for easily.

The search bar tool came in handy too. It’s not easy to find a single case study among 100 pages of notes. So, I’d search for the word I needed, and found it quickly.

For me, the key was to be prepared. Make sure your notes are organised so that you can find what you need quickly in the exam. Don’t be fooled by the fact that it’s online, this does not change the fact that it is an exam.

Tips for studying online and at home for university students 5 revision techniques to help you ace exam season (plus 7 more unusual approaches) Video: Five essential studying tips for students How to stop procrastinating – from a procrastination psychologist

How did I take the exams?  

Perhaps the strangest part of all was sitting down at my desk to take a university exam, in my pyjamas with a cup of tea. If you had asked me my perfect exam conditions (if those even exist), that is how I would have described them. I really benefited from the new circumstances and I was definitely less stressed. There was no big, hot exam hall, intimidating invigilators or hundreds of students alongside you. 

When the essay exams were released, I sat at my computer for the next few hours and did the first exam. It seemed silly to use the entire two-week period when I could dedicate my full attention over a couple of days and get it done. Every so often, I’d go downstairs for a drink or a break, which for me was key.

Don’t expect yourself to do it all in a day, Rome wasn’t built in a day, right? I’ve never been so stress-free in an exam in my life. I can only hope that my exam quality benefited from this too.

In terms of anti-cheating measures, for my multiple-choice exam, they created a bank of questions, so each person had a different test with different questions. This was the only anti-cheating measure that I was aware of, but this might have been different across other exam formats or subjects. We were told that we were trusted not to cheat, but no distinct measures were put into place except for this. 

Online exams or in-hall exams?  

The online exam experience was beneficial for me. I found myself thinking less about having time to get everything down and remembering things, but instead enjoying studying. I felt I had time to read into topics and really study them, rather than memorising things for an exam.

I deem exams to be a major flaw in the education system as they are. I usually find myself cramming so much information in that I don’t learn anything.

My entire schooling, I’ve had to revise a heap of materials to regurgitate them in an exam. And for what benefit? Shouldn’t we be assessed on our ability to use and transform information rather than simply memorising it?

This has led me to praise the online examination system. It was less stressful, less complicated and assessed capabilities beyond memorisation. I wouldn’t go as far as to say that I enjoyed taking these exams, but they were about as good as an exam could get. 

Online exams for essay subjects, I can say, work rather well. The scope for cheating is limited anyway, because who can copy an entire essay? There’s also that thing called plagiarism to worry about. Why do students need to sit in an exam hall, costing the university time, staff and money, when they could be sitting it in the comfort of their own homes?

I cannot comment on the effectiveness of online exams for other exam formats, such as maths, where cheating would perhaps be easier. Or for physics, where you are often expected to handwrite equations. However, for essay-based subjects, I fully support the online system for exams. I deem it to be effective, stress-reducing and technologically forward. 

My advice for taking an online exam  

Do not panic, but revise and organise. 

Take time to prepare your notes in the best way for you. Don’t think you can get away with not revising, because you’ll probably just end up making things stressful for yourself during the exam, which no one needs. Find comfort in knowing that you have power over the exam, perhaps more so than you ever have. Stay in your pyjamas or dress up for the occasion. Have a cup of tea or hot water bottle by your side if you need it. Don’t feel like you need to copy the conditions of a normal exam to a tee. This is your exam, be as comfortable as possible so you can do your best.

Other people might try to cheat or work together, but the important thing is to focus on your own work and have trust in your revision. You can do an exam alone in a hall, so you can do it alone at home.

Read more:  How to deal with exam stress

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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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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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How to Prepare for an Essay Exam

Last Updated: April 20, 2023

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. This article has been viewed 137,557 times.

The dreaded essay exam. Whether you like it or not, at some point in your life you are certain to encounter an exam composed entirely of essays. In the days leading up to the exam you may feel anxious or downright sick to your stomach. Fortunately, with a little bit of preparation and practice, you can turn any pre-exam jitters into a feeling of confidence, which will allow you to successfully tackle any essay exam.

Participating in Class

• Actively participate. It’s important to find a participation method that works for you, whether that’s asking thought-provoking questions or commenting on the reading. Active participation just means involving yourself in some way, so even if you don’t feel comfortable speaking at length in front of your peers, try to ask a question every now and then.
• Free yourself from distractions. Put away your cell phone or tablet and concentrate on listening and taking good notes. Now is not the time to work on homework for another class or to catch up with friends on Facebook.

• Always have a notebook on hand. It is helpful to use one notebook per subject or course, so that you don’t confuse yourself when looking back.
• Be sure to date your notes so that you can quickly reference or find the subject material covered on the exam.
• If you struggle with taking notes, ask the instructor if you can record the lecture. You can then go back and listen to the recording and either take notes at your own pace or review any parts of the lecture, which will be relevant for the exam.

• Take notes on what you’ve read and have questions ready for class.
• Follow the schedule for reading assignments. Typically readings are broken out in a way that is both manageable and topical. If, however, you find yourself unable to keep up with the readings, speak with your instructor about a schedule that suits your particular needs. For example, if readings are assigned for every other day of class, you may need to break it out such that you are reading a portion every day.

Reviewing the Material

• In addition to having one notebook per course, it may be helpful to also have an individual course binder or folder, which contains all course materials.
• Take your organization to the next level by categorizing according to exams. Don’t throw away previous notes or materials from past exams. They may come in handy for midterm or final exams. Instead, organize the materials as if they were chapters, with chapter one being the first exam and so forth and so on.

• Limit phone calls and any other distractions such as texting. It might help to turn your phone and other devices to silent mode while you’re studying.
• The TV should always be off while you’re preparing for an exam.
• If you want to listen to music, be sure it’s something that is relaxing or peaceful. Also, keep the music at a low level. Otherwise, music can easily become a distraction.

• Get into the habit of reviewing class materials after each course. This will help to ease anxiety leading up to the exam, as you won’t have as much to review and will be able to clear up any questions that arise, prior to the big day.
• Cramming doesn’t work. Multiple studies have shown that spacing out learning was more effective than cramming. [2] X Research source What’s more, cramming only increases the feeling of desperation which leads to panic, and then to test anxiety.

• Creating an outline will also come in handy when drafting essay responses, so give yourself some practice and start with your class materials.

Practicing Ahead of Time

• Don’t wait until the night before to outline answers. As you’re studying and organizing your class materials, come up with potential questions along the way. You can then go back and review and revise as necessary.
• Some instructors do specify a word count for essays. Don’t focus on counting words though. Write what you can and look for opportunities to flesh out your answers without being overly wordy.

• Identify - typically short and direct answers will do.
• Explain - requires a more detailed answer.
• Compare - look for connections.
• Argue - address this from your own perspective.

• This is a good opportunity to proofread your work and to look for any grammatical errors as well.
• Have a friend, parent or peer look over your essay as well. It is often helpful to have a fresh set of eyes review your work and provide feedback.

Community Q&A

• For open-notes or open-book tests, study thoroughly anyway. This will prepare you for other exams or tests where you're not allowed to use notes, and will allow for you to complete the test faster and easier because you won't need to search for everything in the book or your notes. Thanks Helpful 0 Not Helpful 0
• Be positive. If you are negative and believe you will not do well, chances are that you will perform the way you expect to. Thanks Helpful 1 Not Helpful 0
• Practice writing. Be sure you can write fairly well in other situations so that you can express your ideas clearly. Thanks Helpful 0 Not Helpful 0

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• ↑ http://writingcenter.unc.edu/handouts/essay-exams/
• ↑ http://www.bbc.com/future/story/20140917-the-worst-way-to-learn

About this article

If you’re worried about an upcoming essay exam, start reviewing your class notes by topic. One helpful way to prepare for your essay exam is to create a potential outline for each theme. For example, if you’re studying Shakespeare’s Romeo and Juliet, you might come up with an essay outline about the themes of the play. Once you have a few of these outlines, do practice essays at home under timed conditions, using old exams or questions you can see from your outline. Additionally, make it easier to prepare for future exams by attending all classes, doing the assigned readings and taking clear notes. Keep reading for more tips, including how to understand what the essay questions are asking of you. Did this summary help you? Yes No

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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

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

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Effective UX/UI design goes far beyond aesthetics; it shapes an intuitive, accessible, and engaging user experience that can transform how we approach e-assessments. Discover how Cirrus’ expert, Madina Suleymanova, uses her expertise to improve usability, reduce stress, and enhance educational outcomes.

Implementation Unravelled: Launching Your Exams

You’ve successfully migrated your content and integrated your new e-assessment platform. Now, it’s time for the exciting part—launching your first exams. With proper planning and support, your launch can be smooth and successful. This guide outlines key steps and best practices to ensure a seamless transition.

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Taking an essay exam.

You may often be asked in college to take essay exams. In certain ways, the same principles for writing good out-of-class essays apply to writing good in-class essays as well. For example, both kinds of essays are more successful when you take into consideration your purpose, audience and information; when you develop a thesis with support; when you prove your assertions with evidence; when you guide your readers with transitions, etc.

However, there are some differences to keep in mind as you prepare to write. The most important one is the purpose for writing. Usually you write a research paper, for example, to learn more about your selected topic; however, you write essay exams to demonstrate your knowledge. You are not only conveying information, but also proving to your audience--the examiner--that you have mastered the information and can work with it. In other words, your purpose is both informative and persuasive. Keeping this purpose in mind will help you both prepare for and write the essay.

PREPARING FOR THE EXAM

Study connections between ideas. Your instructor is not looking for a collection of unrelated pieces of information. Rather, he or she wants to see that you understand the whole picture, i.e., how the generalizations or concepts create the framework for the specific facts, and how the examples or details fill in the gaps. So, when you're studying, try to think about how the information fits together.

Prepare practice questions. Try to prepare for questions that are likely to be asked. If your instructor has given you the questions themselves or a study sheet in advance, practice answering those questions. Otherwise, try to anticipate questions your instructor is likely to ask and practice those. At the very least, outline how you would answer the test questions; however, it's better to actually write out the answers. That way, you will know where you need to study more.

TAKING THE EXAM

Again, while you're taking the exam, remember that it's not simply what you say or how much you say, but HOW you say it that's important. You want to show your instructor that you have mastered the material.

Plan your time. Although you will be working under pressure, take a few minutes to plan your time. Determine how many minutes you can devote to each answer. You will want to devote most of your time to the questions that are worth the most points, perhaps answering those questions first. On the other hand, you might want to answer first the questions that you are best prepared for.

Read the questions thoroughly. Take a few minutes before writing your essay to read the question carefully in order to determine exactly what you are being asked to do. Most essay exam questions, or "prompts," are carefully worded and contain specific instructions about WHAT you are to write about as well as HOW you should organize your answer. The prompt may use one or more of the following terms. If you see one of these terms, try to organize your essay to respond to the question or questions indicated.

classify: Into what general category/categories does this idea belong? compare: What are the similarities among these ideas? What are the differences? contrast: What are the differences between these ideas? critique: What are the strengths and weaknesses of this idea? define: What does this word or phrase mean? describe: What are the important characteristics or features of this idea? evaluate: What are the arguments for and against this idea? Which arguments are stronger? explain: Why is this the case? identify: What is this idea? What is its name? interpret: What does this idea mean? Why is it important? justify: Why is this correct? Why is this true? outline: What are the main points and essential details? summarize: Briefly, what are the important ideas? trace: What is the sequence of ideas or order of events?

Plan your answer. Jot down the main points you intend to make as you think through your answer. Then, you can use your list to help you stick to the topic. In an exam situation, it's easy to forget points if you don't write them down.

Write out your essay, using good writing techniques. As was said earlier, essay exams are like other essays, so use the same good writing strategies you use for other kinds of writing. Keep in mind that your purpose is to persuade your reader—the examiner—that you know the material.

First, create a thesis for your essay that you can defend. Often, you can turn the questions stated or implied on the exam into an answer and use it as your thesis. This sentence also functions as an introduction.

For example, suppose you are given the following prompt in your psychology class:

Define "procedural knowledge" and describe its relationship to the results of studies of amnesic patients.

The implied question is:

What is "procedural knowledge" and how is it related to the results of studies of amnesic patients?

Note how you can turn the answer to that implied question into the thesis of your exam essay. This paragraph might serve as your introduction.

"Procedural knowledge" is knowing how to perform a task, such as tying a shoe or driving a car, and studies of amnesia have shown that this type of knowledge or memory is often retained by amnesic patients. Even in amnesic patients who have lost most of their declarative memory capacity, the ability to form new procedural memories is often intact...

Then, proceed immediately to explain, develop, and support your thesis, drawing upon materials from text(s), lectures, and class discussions. Be sure to support any and all generalizations with concrete evidence, relevant facts, and specific details that will convince your reader that your thesis is valid. Make your main points stand out by writing distinct paragraphs, and indicate the relationship between them with transitions.

For example, in response to this prompt from a social work class,

Identify and give an example of four alternative solutions available in cases of family conflict.

a student wrote the following paragraph. Note the transition phrase and the generalization supported by specific evidence.

. . . The fourth alternative open in cases of family conflict is violence, and this is not an uncommon response. 25% of all homicides in the U.S. involve one family member killing another; half of these are spouse homicides. Violence usually takes one of two forms: explosive or coercive. Explosive violence is not premeditated. When the son takes and crashes the family car, for instance, the father may explode and beat him. Coercive violence, on the other hand, is pointed and intentional; it has the goal of producing compliance or obedience. Thus, a blow delivered with a threat not to repeat certain behaviors would be coercive. . . .

Finally, sum up your argument with a brief conclusion that lends your essay a clear sense of closure.

Finishing the Exam

Proofread your answer. Reserve a few minutes after completing your essay to proofread it carefully. First, make sure you stick to the question. Always answer exactly the question asked without digressing. If you find you have digressed, neatly cross out the words or paragraphs. It's better to cross out a paragraph that is irrelevant (and to replace it with a relevant one if you have time) than to allow it to stand. In this context at least, quality is always preferable to quantity. Also check sentence structure, spelling and punctuation.

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Examination and Proctoring | 4 Min Read

The advantages and disadvantages of an online examination system

Table of contents, introduction.

As technology continues to advance and change the assessment landscape, online exams have become a common feature of the modern-day evaluation system. With the shift from traditional examinations to digital alternatives, it is essential for candidates and educators to have an understanding of the benefits and drawbacks of online examinations.

In this guide, we will explore the various aspects of online exams, including their flexibility, accessibility, and the difficulties they present. We will also look at the advantages and disadvantages of this assessment method in greater depth.

The advantages 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 natural resource usage. In a world where addressing the climate change crisis is our utmost priority, this method substantially safeguards the environment.

The adverse environmental impact of cutting down trees for paper is reduced with the online examination, ensuring that institutions and organizations can go paper-free and not print exam papers and create a paper record of applicants.

2. Technologically advanced

In the past, a leading challenge for organizations and institutes was to conduct offline exams at scale. The cost and coordination involved in managing examinations at a large scale increase exponentially.

One of the benefits of an online examination system is reducing this hassle and using technology to conduct assessments at scale. Recruiters and exam coordinators can scale their evaluations without challenges and improve access to assessments and education.

3. Economical

When considering the human, logistic and administrative costs associated with the traditional exam setting, it’s easy to distinguish an online exam system as a cost-effective system to conduct exams at scale. There is no need for candidates to assemble in large, spacious test centers to take the assessment. The flexibility of time and venue is feasible for both candidates and evaluators.

Multiple factors are involved in setting up an examination, including invigilators to manage exams successfully, administrators to ensure convenience for candidates, etc. Online examinations eliminate redundant and expensive processes, ensuring evaluation efficiency and quality.

4. Quick turnaround time

One of the leading benefits of online examinations is that it reduces the time invested in overseeing the entire examination process. The exam platform saves precious time for both candidates and examiners, which would otherwise be spent on repetitive tasks. Examiners only need to upload the contact details of the participants and invite them to the assessment. Further, the results are generated instantly for quick evaluation during events like recruitment drives.

5. Highly secure 

An online examination system ensures secure execution. There is less room for cheating or other such unfaithful practices due to advanced proctoring and cheating controls, such as video and audio monitoring. In this secure system, candidates also embrace the results without contesting the outcomes, which encourages positive growth.

6. Easy-to-use

Online examinations are easy and seamless for the administration and candidates. The examiners can easily set up the questionnaire, determine the grading, and send invites to participants. Candidates and students can take these examinations remotely anytime, anywhere. Additionally, there’s less chance of question paper leaks as every participant gets a randomly selected set of questions as per the arrangement determined by the examiner.

7. Auto grading

An advanced online examination system has an automated grading system. This technology allows for a flawless scoring mechanism even when there are hundreds of candidates involved in the evaluation. This saves time for the proctor and ensures fairness for the candidates involved.

Automated scoring finds the correct answers by comparing the respondents’ replies against the model answer. Interestingly, MCQs are extensively used in online tests because they make automatic scoring simpler.

The disadvantages of an online examination system

Online examinations have improved the evaluation process, ensuring high efficiency, simpler execution, and desired output. However, there are both merits and demerits of online examination. Explore the limitations of online examinations and how to overcome them using the right proctoring technology.

1. Challenges in technology adoption

Implementing a new system may create a minor disruption and require a period of familiarization by the users. Additionally, any transition from traditional methodology to the online mode will require some investment to upgrade the systems. However, familiarizing both candidates and evaluators with appropriate training may minimize the transition challenges. Such training should educate evaluators and candidates about the features and benefits of an online examination system.

2. Infrastructural barriers

In remote locations where there is a shortage of electricity, lack of stable internet connection, and other basic challenges, online examinations may be difficult. Therefore, while shifting to the online mode, examiners must consider giving candidates appropriate time to arrange the necessary equipment for the test.

3. Difficulty in grading long answer-type

Even though online examinations have eased the invigilators’ job, the problem arises mostly with long answer-type questions. Subjective answers require manual grading, for which examiners need to invest additional time. With advanced proctoring technology, the grading of subjective questions can be streamlined using different norming techniques, support from external invigilators, and insightful reports.

4. Susceptible to cheating

Test takers often resort to impersonation and the use of external help via smartphones or smartwatches. The systems used by candidates also offer multiple cheating opportunities, such as connecting external storage devices, screen sharing, etc.

Mercer | Mettl’s highly secure examination platform features advanced AI-based proctoring with a three-step authentication process and secure browsing. It flags many malpractices, such as impersonation and use of PDF, lending to credible online exams.

5. Transitioning to open-book exams

Usually, the format of online exams is perceived as akin to open-book exams. Unlike a traditional exam setting where external materials are not permitted inside the exam hall, there is no such provision in the digital format.

An advanced online platform such as Mercer | Mettl offers several benefits to address the challenges of remote proctoring . If a candidate deviates from their computer screen to use reference material, seeks support from another person or attempts to open multiple tabs on the browser, proctors will flag such suspicious behavior and take appropriate action.

There are merits and demerits of an online examination system , as mentioned above. While technology continues to simplify processes for educational institutions and organizations, it has limitations. However, choosing the right online examination platform can help you avert such drawbacks. An easy-to-use, robust, secure examination platform with all the latest AI-based anti-cheating measures enables you to get credible results quickly.

How Mercer | Mettl can help?

Mercer | Mettl’s online examination system helps conduct high-stakes assessments on its secure examination platform, preloaded with online proctoring. The tool enables companies to manage the end-to-end online assessment process. From online registration, test creation, and center management to real-time reporting, the entire process is centered on helping clients conduct assessments effortlessly and efficiently.

1. What are the disadvantages of an online examination?

The disadvantages of online examination include: i) Difficulty in technology adoption ii) Infrastructure management challenges iii) Grading of subjective questions iv) Susceptibility to cheating

2. What is the advantage of online assessments?

Advantages of online assessments include: i) Flexibility to the assessors to design, schedule, administer and grade exams ii) Instant test evaluation and report generation iii) Auto grading of objective questions iv) Economical and time-efficient execution

Originally published April 2 2018, Updated February 16 2024

Vaishali Parnami

Vaishali has been working as a content creator at Mercer | Mettl since 2022. Her deep understanding and hands-on experience in curating content for education and B2B companies help her find innovative solutions for key business content requirements. She uses her expertise, creative writing style, and industry knowledge to improve brand communications.

About This Topic

Online Examination

Online examination, also known as virtual examination, is conducted remotely on a computer with high-speed internet. Like a classroom exam, it is time-bound and usually supervised through a webcam and proctor, making it cheating-free, secure and easily scalable.

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• Essay Exams

Essay exams provide opportunities to evaluate students’ reasoning skills such as the ability to compare and contrast concepts, justify a position on a topic, interpret cases from the perspective of different theories or models, evaluate a claim or assertion with evidence, design an experiment, and other higher level cognitive skills. They can reveal if students understand the theory behind course material or how different concepts and theories relate to each other. 

+ Advantages and Challenges of essay exams

Advantages:

• Can be used to measure higher order cognitive skills
• Takes relatively less time to write questions
• Difficult for respondents to get correct answers by guessing

Challenges:

• Can be time consuming to administer and to score
• Can be challenging to identify measurable, reliable criteria for assessing student responses
• Limited range of content can be sampled during any one testing period
• Timed exams in general add stress unrelated to a student's mastery of the material

+ Creating an essay exam

• Limit the use of essay questions to learning aims that require learners to share their thinking processes, connect and analyze information, and communicate their understanding for a specific purpose. 
• Write each item so that students clearly understand the specific task and what deliverables are required for a complete answer (e.g. diagram, amount of evidence, number of examples).
• Indicate the relative amount of time and effort students should spend on each essay item, for example “2 – 3 sentences should suffice for this question”.
• Consider using several narrowly focused items rather than one broad item.
• Consider offering students choice among essay questions, while ensuring that all learning aims are assessed.

When designing essay exams, consider the reasoning skills you want to assess in your students. The following table lists different skills to measure with example prompts to guide assessment questions. 

+ Preparing students for an essay exam

Adapted from Piontek, 2008

Prior to the essay exam

• Administer a formative assessment that asks students to do a brief write on a question similar to one you will use on an exam and provide them with feedback on their responses.
• Provide students with examples of essay responses that do and do not meet your criteria and standards. 
• Provide students with the learning aims they will be responsible for mastering to help them focus their preparation appropriately.
• Have students apply the scoring rubric to sample essay responses and provide them with feedback on their work.

Resource video : 2-minute video description of a formative assessment that helps prepare students for an essay exam. 

+ Administering an essay exam

• Provide adequate time for students to take the assessment. A strategy some instructors use is to time themselves answering the exam questions completely and then multiply that time by 3-4.
• Endeavor to create a distraction-free environment.
• Review the suggestions for informal accommodations for multilingual learners , which may be helpful in setting up an essay exam for all learners.

+ Grading an essay exam

To ensure essays are graded fairly and without bias:

• Outline what constitutes an acceptable answer (criteria for knowledge and skills).
• Select an appropriate scoring method based on the criteria.
• Clarify the role of writing mechanics and other factors independent of the learning aims being measured.
• Share with students ahead of time.
• Use a systematic process for scoring each essay item.  For instance, score all responses to a single question in one setting.
• Anonymize student work (if possible) to ensure fairer and more objective feedback. For example students could use their student ID number in place of their name.

+ References & Resources

• For more information on setting criteria, preparing students, and grading essay exams read:  Boye, A. (2019) Writing Better Essay Exams , IDEA paper #76.
• For more detailed descriptions of how to develop and score essay exams read: Piontek, M.E. (2008). Best Practices for Designing and Grading Exams, CRLT Occasional Paper # 24.

Web resources

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Online essay exams.

Essay quizzes and exams are valuable for assessing students' comprehension of course objectives. As technology changes, there is a growing concern for keeping exams secure and keeping students from cheating. Online essay exams seem to be more susceptible as AI chatbots are on the rise. Below are several suggestions on how to securely administer these exams and question types. If you have any additional questions, consult with an Instructional Designer .

On This Page

No Virtual Proctoring - Plagiarism Detection

Virtual proctoring, paper and pencil exams.

If you are giving an open book, open note essay exam with no time limit and your only concern is plagiarism then we recommend creating an assignment with plagiarism checking rather than using a Canvas quiz. See the Create a Copyleaks Assignment page for instructions and more information.

Creating a virtually proctored essay exam is as simple as creating any virtually proctored exam. The idea is to be able to monitor any suspicious activity while your students are writing their responses to their essay questions.

Before you create this assignment, make sure that you have the Secure Exam Proctor tab enabled in your course navigation.

Navigate to Quizzes

Click + Quiz

Select  Enable Proctorio Secure Exam Proctor in the Quiz Restrictions section

Navigate to the  Questions tab and select  + New Question

Expand the dropdown and select Essay Question

We suggest that you separate your essay questions into different questions rather than making the students respond within a single text box.

You can have your students turn in an essay written on paper through Canvas. The idea is to have your students write their response and then take a picture of or scan their written work and upload it into their quiz or exam.

This can be administered through individual questions or entire exams.

Expand the dropdown and select File Upload Question

Each question submission will have to be downloaded if you decide to use this approach. We recommend that you group your paper and pencil questions if possible, so that you will only have to download a single file with multiple questions instead of several files with a single question attached to each file. This will simplify the grading process and minimize the amount of files you need to download for your entire class.

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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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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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Online exams

Online exams make different demands on you compared with in-person exams, both from a technical and personal standpoint. Prepare yourself using the guidance below.

Preparing for your online exams

Online exams can be short window, long window or Learn Quiz. They each have their own procedures and challenges.

How should I prepare for my online exams?

Before the exam.

Online Exams are ‘open book’ but otherwise are as similar as possible to a ‘normal’ exam. You should therefore prepare largely as normal.

• Practice how you are going to approach the exam, including knowing how you are going to prepare and submit your answers
• Note down in advance how to get help if you have a problem on the day
• Study your material as thoroughly as you would for any other exam – do not assume there will be time available to look up all the answers! Decide and organise what materials and resources you plan to use

For each exam, guidance will normally be provided on the exam paper regarding the preferred format for completing your answers – for example, word processed and/or handwritten. Please use the preferred format if possible, but ultimately this is your choice and it will of course depend on the nature of the questions. If handwriting your answers, make sure you have all the stationery you require (e.g. pens, pencils, paper, calculator etc.) to hand. You should also make sure that you have familiarised yourself with the guidance on uploading your work to Learn in advance of the day, including how to quickly combine photos or files into one PDF.

Whilst it doesn't affect students this year, we do have guidance on how to prepare during Ramadan.

Your exam environment

Find as comfortable and quiet a space as possible in which to complete your exam. If you have any online long window exams, consider when would be the best time for you to undertake the exam within the 23-hour period allocated. The online exams will be ‘open book’ but otherwise will be as consistent as possible with standard exam conditions and therefore you should prepare largely as normal.

All our study spaces on campus will be open for both revision and taking your exams online if you wish to access them. Some of these spaces, especially in the Library, can be booked in advance. 

Your computer and technical setup

All students will need to use a computer to access your online exam paper. For the majority of assessments, you will only need an internet connection to download and then later upload your work within the appropriate time window. If your exam type is Learn Quiz, you will need a connection throughout the duration of the test. If your connection fails, the system will have saved the last response which you submitted so you should be able to pick up where you left off within the duration of your test attempt.

You will not need access to a printer or dedicated scanner. Where answers are handwritten, they can be photographed or scanned with devices such as a mobile phone. Further details are available in the "Preparing your answers for submission" section below.

If you need help setting up your computer for your assessments, please review the Working from Home advice on the IT Services Website . If you need technical advice, you should contact IT Services directly for support.

If you have specific concerns about the technology you need or accessing suitable IT facilities, please contact IT Services  urgently, who will be able to provide support or advise you about suitable Computer Lab availability on campus.

Use the practice module on Learn

We have made a practice module available through Learn which replicates how you will interact with your exams during the actual examination session - linked below. Once enrolled you will be given instructions on what to do next. The module is available now.

You can access the practice module as many times as you like and we strongly recommend that you do so at least once in order that you can familiarise yourself with the process of downloading and uploading documents. You should also practice combining a variety of file types (handwritten scanned/photos and computer files) before your exam to avoid problems at the time of submission/deadline.

If you have any queries please contact [email protected] .

Conduct during online exams

The online exams are 'open book'. This means that during the exam:

• You may, but are not expected to, consult teaching materials, online library resources, academic papers, books, book chapters, dictionaries and/or internet information etc. to inform your answers, unless any additional materials have been specifically provided to you for the exam.
• You may use any calculator.
• You may, but are not expected to, use relevant computational/algebraic software packages. Exam questions will not normally require their use and it is possible that spending time doing so will be detrimental to your performance. Marks are generally awarded when full working and appropriate explanations are provided as answers. If you choose to use a computational software package, and only give the final answer, it is likely you will get a low mark for that part of the question.

Other than the points above, normal expectations around academic integrity, exam conduct and cheating remain unchanged.

• Your answers must be entirely your own work. You must not use answers/content provided wholly or in part by others/other sources.
• You must not share any information or discuss how to interpret or do the questions with anyone else whilst you or they are still taking the exam.

The University has a number of measures in place to ensure students cannot cheat in assessments, including in online exams, and any attempts to do so and/or gain an unfair advantage will be taken very seriously.

Taking your online exams

Here's guidance to help you on the day of your online exam.

What to do if you don’t feel well enough to attempt your exam and/or think you have COVID-19

If you test positive for COVID-19, or you have symptoms of a respiratory infection, such as  a high temperature, which could be COVID-19: You do not need to take a COVID-19 test before you sit any of your exams, but if you do test positive or you have symptoms in line with current Government guidance you should try to stay in your accommodation and avoid contact with other people until you no longer have a high temperature (if you had one) or until you no longer feel unwell. You should still attempt your online exam if you feel well enough to do so but please remain in your accommodation if at all possible. However, if you feel that your illness negatively impacted your exam performance, we recommend submitting a Mitigating Circumstances claim . Please note that no evidence will be required when submitting a claim for this reason, and if upheld, it is very likely that the outcome will be a repeat attempt.  Make sure to read through our  Reassessment guidance to understand what this might involve.

If you don’t feel well enough to attempt your online exam for another reason: We advise that you do not take your exam. Instead, you should submit a Mitigating Circumstances claim . Please note that no evidence will be required when submitting a claim for this reason, and if upheld, it is very likely that the outcome will be a repeat attempt.  Make sure to read through our  Reassessment guidance to understand what this might involve.

Technical guidance on downloading and uploading exam documents

You will be able to download the exam paper from your Learn Timeline or the relevant module page from the start time set for the exam (shown in your exam timetable). If your exam is a resit, please note the module page will be named 'Module Code_EXAM', e.g. '21ABC123_EXAM'). The paper will be in PDF format.  If you can't see your exam on your timeline, simply search for it, using the module code in the search bar of your Learn landing page.

You are advised to download the paper as soon as you can for an online short window exam, or as soon as is convenient for you to do so for an online long window exam. This is in the event of any unforeseen loss of internet connection. For a few exams, additional documents will also be available (e.g. formula books) for you to download. If this is the case, you should be made aware of this in advance via the relevant Learn module page. These documents will appear alongside your exam paper. 

The exam process has been designed to minimise the length of time you will need to remain connected to the internet.  This is to accommodate those students who may have a more limited connection or who may experience unforeseen connectivity issues on the day. This means that it will not be possible to raise a query about the paper during the exam itself.  We have worked very hard to ensure that all instructions and questions on exam papers are as clear as possible but if you are unsure about any aspects, then you should write a comment to this effect on your script.  This will then be considered afterwards as part of the marking process.

You should submit your completed exam answers to the Learn submission point by your final submission time set for each online exam. You will be able to make as many submissions as you like up until the deadline, but staff will only be able to access and mark the final submission (earlier submissions will be overwritten).

You will need to upload your work as one single PDF file. This must be labelled as follows: 

Student ID/registration number, followed by the module code and then ‘Exam’ and Version number 

e.g. "B123456-19GYB400-Exam-V1" (unless you are advised otherwise for a specific exam).

If you realise before the deadline that you need to change your submission, you MUST update the version number e.g. v2, v3. This will ensure that your previous submissions are not overwritten.  

Your most recent submission before the deadline will be marked. 

You may find it helpful to consult the detailed guide on how to PDF your work, in the next toggle below.

Once uploaded, check you have submitted the right file by reviewing it on Learn after submission, plus keep a copy. If you believe there is an issue then please let us know immediately.

• If you experience any issues with submitting your work ,  it is strongly recommended that you seek support from the exam helpline (see below) at the earliest opportunity and ideally before the deadline.
• If you miss the deadline,  it is still important that you submit your work and that you do this as soon as possible following the deadline - you may need to get in touch with the exam helpline (see below) to make your submission.
• If you submit the wrong or incomplete work,  you will not be provided with an opportunity to make any further submissions through Learn following the deadline, but you should seek support from the exam helpline (see below) as soon as you become aware of this issue.

It is your responsibility to submit your work by the stated deadline and it is your responsibility to check that you are submitting the correct piece of work. Mitigating Circumstances claims or Academic Appeals based solely on work having been submitted incorrectly or late will not be accepted, unless you are impacted by circumstances beyond your control.

We strongly recommend that you access the practice module in order that you can familiarise yourself with the process of downloading and uploading documents (particularly merging documents into a single PDF).

Preparing your answers for submission

This is a similar process to coursework submission - you may wish to see the page of general guidance on uploading work to Learn . It is important that your work is easy to read and it is clear which answer relates to which question on the exam paper.

Please ensure you include your ID number (but please do not write your name in your work) at the top of each page and number the pages of the material you plan to submit.

Once you have created your PDF file, please check you can open it and the contents are as you expect (e.g. pages in order, the right way up etc.) before you upload it to the Learn submission point. Once uploaded, check you have submitted the right file by reviewing it on Learn after submission, plus keep a copy. If you believe there is an issue then please let us know immediately.

Are your answers word processed (e.g. using Microsoft Word)?

If yes – then please ‘Save As… Adobe PDF’, and then upload the PDF file to the Learn submission point on the module page as you would normally do for coursework.

If you are writing in LaTeX, your output will be a PDF file, and you can upload it to Learn.

Are your answers hand-written?

If yes – then please scan hard copies of your pages and save them as a PDF before submitting. If you don’t have access to a scanner, you can scan (or photograph) your work using an iOS or Android phone or device by following the guides below. You can also use one of the many MFD printers on campus; if you plan to do so, please make sure you allow enough time.

Scan your work on an iOS phone/device

Use Microsoft Lens ( Apple/iOS Guide ) or Notes on your iPhone ( Using the Notes app to digitise your answers ). You can also use other scanning apps that produce high-quality PDFs, if you wish (for example, Scannable or Genius Scan).

Review your scans. Make sure all pages are in one PDF. If your scans are blurry, use the Tips for Scanning below. Name your file by tapping the file name.

Scan your work on an Android phone/device

Use Microsoft Lens on your phone to directly create a PDF ( Android guide ), or another scanning app that produces high-quality PDFs, if you wish (for example Genius Scan).

Preparing your work using a tablet

You can also use a tablet device and stylus if you have access to them to write on screen and save the work as a PDF.

If none of the above works for you, then please take photos of your answers using any digital camera. You will then need to transfer the images onto a device which you can then use to combine your photos into a single PDF file and upload to Learn. You can create a PDF from the document using ‘Save As…Adobe pdf’.

Do you have a mixture of word processed answers and hand-written answers?

The easiest way to create a single document is to use a scanning app on your phone or device to take a picture of the handwritten parts as above, upload them to a device, and then insert them into your document. Use ‘Insert… Picture’ to do this.

You can then create a PDF from the document using ‘Save As… Adobe PDF’ as above.

Do you have to use one of these methods?

No. As long as you can produce a PDF file of your work which is easy to read, you may use any approach which suits you and the technology you have available. However, once uploaded on Learn, please check it will open, make sure all pages are there and it looks as you intend.

Tips for scanning using your phone or tablet

• Use dark lettering: use the darkest pen, pencil, or font colour possible to do your work.
• Scan on a flat surface: scan on a dark table with high contrast to your paper.
• Steady your hands: hold your phone at a bird’s eye view and scan your pages slowly with steady hands.
• Review your scans. Make sure all pages are in one PDF.

Academic Misconduct and Cheating in Online Exams

What is academic integrity.

The University expects all students to uphold the highest standards of academic integrity during the conduct of all assessment processes. Academic integrity is the commitment to, and demonstration of honest and responsible scholarship and it is crucially important in order to ensure that:

• all students can learn and benefit from the process of learning;
• all students are treated equally and fairly; and
• the standards and value of academic awards are maintained.

All students receive guidance and training on the University’s expectations in the early stages of their studies. However, the University is aware of the potential greater vulnerability of the online assessment process to academic misconduct (i.e. cheating). You should be reassured that the University takes academic misconduct very seriously and has designed the online assessment arrangements to make it difficult for students to cheat. The Academic Misconduct section defines the activities we consider to constitute academic misconduct. This includes plagiarism (submitting work as your own of which you are not the author), assisting another candidate to gain an unfair advantage (such as sharing answers via WhatsApp or other messaging platforms) and impersonation (someone else taking the exam for you). The  Library has some helpful online resources  to help you understand plagiarism and how to avoid it.

How we identify academic misconduct

The University also employs a variety of mechanisms which enables it to identify where students have cheated. These include:

• Turnitin UK , which searches the web and extensive databases of reference material and content submitted by other students to identify duplicated work. We are aware that some essay mills offer 'plagiarism-free' guarantees. However, many essay mill writers themselves take shortcuts by copying work, so text matching software does identify this. Some writers also recycle material for subsequent commissions.
• Turnitin Authorship Investigate , which provides evidence about the origin and consistency of a student’s submitted work that can be used to confirm academic misconduct. This can be used to track writing styles, typing patterns and linguistic style, helping to determine whether there have been multiple authors of work submitted by the same student or if there are significant variations in writing style from different pieces of work.

The University will also compare student performance in their online assessments with their prior performance and reserves the right to question students as part of the Regulation XVIII Academic Misconduct process if it is felt necessary to do so to confirm the authorship of any of their submitted work.

The penalties and perils of academic misconduct

The likelihood of detection of any cheating is therefore very high, and the potential consequences of cheating are extremely serious. Students found guilty of academic misconduct may fail an assessment altogether or even have their studies terminated (see the potential penalties listed in Regulation XVIII). Indeed, a number of students were charged with academic misconduct during the Semester 2 (2019/20) online exam period and appropriate action was taken. In addition, students should be aware that, as well as being morally and ethically wrong, and contrary to University Regulations, there are significant personal risks associated with the use of “essay mills” and other “contract cheating” services. These include blackmail and extortion, because once a student has cheated in this way, they will be permanently vulnerable, not only while in higher education but into their professional careers. Students who use online essay mill services also expose themselves to the risk of their personal details being sold on to identity fraudsters.

If you become aware of circumstances which appear to indicate that another student has committed an act of academic misconduct, you are encouraged to report such circumstances, at the earliest opportunity, to your lecturer or School Director of Studies or Associate Dean for Teaching. Providing this reporting is done in good faith, the University will view it positively and will seek to maintain your anonymity wherever possible and protect you.

How to get help during your exam (the helpline)

If you have any problems downloading the exam paper or uploading your answers during an online exam, you need to call the Helpline straight away , so that we can help you as soon as possible:

As with the Helpline, the mailbox will be monitored between 8am and 6pm UK (GMT) time, Monday to Friday during the hours set out above.

Please note that the helpline will not be able to assist with any queries related to the questions on the exam paper. The helpline and mailbox will only be monitored during the examination period.

We are expecting you to submit your exam answers through Learn. However, if you experience difficulties in doing so by the deadline for your exam you may, as a last resort, email them to:  [email protected] . If you have to do this, please ensure you do so before the deadline from your University email account and include your student ID number and module code in the email.

Please bear in mind that the maximum file size which can be sent from your student email account is  25MB . You cannot send links to One Drive files. 

If you do not have access to email, then please call the telephone helpline number as above.

General guidance on taking exams

For each exam, guidance will normally be provided on the exam paper regarding the preferred format for completing your answers – for example, word processed and/or handwritten. Please use the preferred format if possible, but ultimately this is your choice and it will of course depend on the nature of the questions. If handwriting your answers, make sure you have all the stationery you require (e.g. pens, pencils, paper, calculator etc.) to hand. You should also have familiarised yourself with the guidance on uploading your work to Learn in advance of the day.

Please ensure you:

• Write in English unless the instructions on the exam paper say otherwise.
• Include your ID number (but please do not write your name in your work) at the top of each page and number the pages of the material you plan to submit.
• Follow the instructions on the exam paper carefully.
• Keep a check on timings and the marks allocated for each question
• If you are typing your responses, make sure you save your work as you go along
• At the end, check your file carefully before submission to make sure you have included everything you need, check you have submitted the right file by reviewing it on Learn and keep a copy! If you believe there is an issue then please let us know immediately.

Please also note the following:

• Your answers should be equivalent in content and length to answers you would have produced under normal exam conditions, unless you have been advised otherwise for a specific exam.
• You should complete your answers within the indicative time provided regardless of whether it is a short or long window exam, paying attention to any recommended word counts/answer lengths. 
• You may handwrite and/or word process your answers, as you see fit.
• You are encouraged to word process narrative answers (e.g. essays, short answer questions), with the following formatting 12 point (ideally Arial or Times New Roman); 1.5 spacing; minimum 2 cm margins, but scans/images of hand-written answers will be accepted.
• You are encouraged to handwrite answers to numerical/quantitative questions as you would normally to ensure that you show all steps in your calculations. You may mix word processed and handwritten work as long as you make the structure of the answer clear. Please refer to the guidance in section 6 for help on how to do this.
• If you are asked to complete a certain number of questions within the exam paper and/or within different sections of the paper, you should only complete and submit this number of answers. If you have attempted additional questions and the answers are included in the pages you submit, remember to cross them out. Any questions answered beyond the number required which have not been clearly crossed out will not be marked.
• Where appropriate, you should cite literature in accordance with disciplinary protocol (e.g. Smith, 2019) to support your answers, but you do not need to provide a reference list as you typically would for coursework.
• You will not be expected to source information from academic papers, books, book chapters or other resources to inform your answers during the exam.

What to do if you notice an error on your paper

It is unlikely that there will be an error on your exam paper. If you do notice one, then you should continue to work on the question, stating clearly any assumptions which you have had to make in your answer. This will then be taken into account when marking. 

• Computer Knowledge
• Professional Knowledge
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Questions and Answers for Competitive Exams, Free Online Test, Mock test Series, MCQ Questions, Practice Test , Online Quiz

All about freeonlinetest.in Home page: This page is having all the main categories list mentioned in this website. Those are Aptitude, Reasoning, English, General knowledge, Computer, Professional Knowledge and model papers. These model papers useful for all banking examinations like IBPS Clerk, IBPS Probationary Officer, IBPS Specialist Officer, SBI Probationary Officer, SBI clerk, SBI Specialist Officer, RRB and RBI Grade B and other competitive examinations. There is no need of registration and no need to pay the money. It is free of cost. Start using it and share it with your friends if you like this website. This web site helps for below mentioned exams.

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GRADUATE APTITUDE TEST IN ENGINEERING 2025

अभियांत्रिकी स्नातक अभिक्षमता परीक्षा २०२५, organising institute: indian institute of technology roorkee.

Notifications

Indian Institute of Technology Roorkee is the Organising Institute for GATE 2025

Gateway to Excellence

Gate   2025.

G r a d u a t e A p t i t u d e T e s t i n E n g i n e e r i n g ( G A T E ) i s a p r e s t i g i o u s n a t i o n a l - l e v e l e x a m t h a t a s s e s s e s c a n d i d a t e s f o r c o m p r e h e n s i v e u n d e r s t a n d i n g i n v a r i o u s u n d e r g r a d u a t e - l e v e l s u b j e c t s i n E n g i n e e r i n g , T e c h n o l o g y , A r c h i t e c t u r e , S c i e n c e , C o m m e r c e , A r t s , H u m a n i t i e s .

G A T E 2 0 2 5 i s b e i n g o r g a n i s e d b y I n d i a n I n s t i t u t e o f T e c h n o l o g y R o o r k e e ( I I T R ) .

GATE   ORGANISATION

I I T R o o r k e e i s t h e O r g a n i s i n g I n s t i t u t e f o r G A T E 2 0 2 5 . G A T E 2 0 2 5 i s b e i n g c o n d u c t e d b y I I S c B e n g a l u r u a n d s e v e n I I T s c o m p r i s i n g I I T B o m b a y , I I T D e l h i , I I T G u w a h a t i , I I T K a n p u r , I I T K h a r a g p u r , I I T M a d r a s , a n d I I T R o o r k e e , o n b e h a l f o f t h e N a t i o n a l C o o r d i n a t i o n B o a r d ( N C B ) , D e p a r t m e n t o f H i g h e r E d u c a t i o n , M i n i s t r y o f E d u c a t i o n ( M o E ) , G o v e r n m e n t o f I n d i a .

OPPORTUNITIES

C a n d i d a t e s w h o q u a l i f y i n G A T E c a n s e e k a d m i s s i o n w i t h p o s s i b l e f i n a n c i a l a s s i s t a n c e t o M a s t e r ’ s p r o g r a m s a n d d i r e c t D o c t o r a l p r o g r a m s i n E n g i n e e r i n g / T e c h n o l o g y / A r c h i t e c t u r e / S c i e n c e / C o m m e r c e / A r t s / H u m a n i t i e s ; a n d D o c t o r a l p r o g r a m s i n r e l e v a n t b r a n c h e s o f E n g i n e e r i n g , S c i e n c e , a n d H u m a n i t i e s , i n I n s t i t u t i o n s s u p p o r t e d b y M i n i s t r y o f E d u c a t i o n ( M o E ) a n d o t h e r G o v e r n m e n t a g e n c i e s . G A T E s c o r e i s a l s o u s e d b y s o m e c o l l e g e s a n d I n s t i t u t i o n s f o r a d m i s s i o n t o p o s t g r a d u a t e p r o g r a m s w i t h o u t M o E s c h o l a r s h i p . S e v e r a l P u b l i c S e c t o r U n d e r t a k i n g s ( P S U s ) h a v e a l s o b e e n u s i n g G A T E s c o r e f o r r e c r u i t m e n t .

GATE TEST PAPERS

G A T E 2 0 2 5 w i l l h a v e a t o t a l o f 3 0 t e s t p a p e r s c o m p r i s i n g f u l l p a p e r s a n d s e c t i o n a l . C a n d i d a t e s h a v e t h e o p t i o n t o a p p e a r f o r o n e o r t w o t e s t p a p e r s f r o m t h e a l l o w e d t w o - p a p e r c o m b i n a t i o n s . T h e G A T E s c o r e o b t a i n e d b y t h e c a n d i d a t e s w i l l r e m a i n v a l i d f o r a p e r i o d o f T H R E E y e a r s f r o m t h e d a t e o f a n n o u n c e m e n t o f r e s u l t s .

Graduate Aptitude Test in Engineering (GATE)

Graduate Aptitude Test in Engineering (GATE) is a national-level examination that primarily tests the comprehensive understanding of various undergraduate subjects in Engineering/ Technology/ Architecture/ Science/ Commerce/ Arts/ Humanities. GATE 2025 will be a computer-based test (CBT) and is being organized by Indian Institutes of Technology Roorkee. The examination will be conducted by IISc Bengaluru and seven IITs (IIT Bombay, IIT Delhi, IIT Guwahati, IIT Kanpur, IIT Kharagpur, IIT Madras and IIT Roorkee), on behalf of the National Coordination Board - GATE, Department of Higher Education, Ministry of Education (MoE), Government of India (GoI).

GATE 2025 will have a total of 30 test papers comprising full papers and sectional papers. For more details Click here .

Multiple Opportunities

Exam Cities

Examination Schedule

Eligibility Criteria

Required Documents

Mock Test Links

Important Dates

Online Registration

Let's watch and explore about gate 2025.

IIT Roorkee will activate the portal for GATE 2025 application most likely by the end of August 2024.

Who conducts the GATE exam in India

Important announcement about center cities exam schedule mock test for gate 2025 exam., gate 2025 schedule.

To know about exam schedule.

To know about mock test link.

Exam Center Cities

To know about exam center cities.

Apply for the GATE 2025 exam online application through the Portal

Online registration application form pay fee, who conducts the gate exam in india.

IISc Bengaluru

IIT Guwahati

IIT Kharagpur

IIT Roorkee

Vehicle Record Request

This online system allows you to print your vehicle/vessel registration record.

You may only request your own vehicle record using our online system; if you need someone else’s vehicle record, see below.

Before you begin…

Have your printer on and ready; you will only have one opportunity to print your record after your fee is paid.

Be prepared to create an online account (if you have never done so on this site).

Be prepared to pay the $2 fee.

• All credit/debit card transactions include an additional 1.95% payment processing fee.
• If paying directly from your bank account, there are no additional fees.

Requesting Another Person’s Record?

Complete a Request for Record Information (INF 70) form to request copies of another person’s driving or vehicle/vessel records.

Mail your request to the address provided on the form and include a check/money order for $5 (online requests are $2) for each record requested.

Photocopies of Vehicle/Vessel documents unavailable electronically are $20 per year requested.

General Disclaimer

When interacting with the Department of Motor Vehicles (DMV) Virtual Assistant, please do not include any personal information.

When your chat is over, you can save the transcript. Use caution when using a public computer or device.

The DMV chatbot and live chat services use third-party vendors to provide machine translation. Machine translation is provided for purposes of information and convenience only. The DMV is unable to guarantee the accuracy of any translation provided by the third-party vendors and is therefore not liable for any inaccurate information or changes in the formatting of the content resulting from the use of the translation service.

The content currently in English is the official and accurate source for the program information and services DMV provides. Any discrepancies or differences created in the translation are not binding and have no legal effect for compliance or enforcement purposes. If any questions arise related to the information contained in the translated content, please refer to the English version.

Google™ Translate Disclaimer

The Department of Motor Vehicles (DMV) website uses Google™ Translate to provide automatic translation of its web pages. This translation application tool is provided for purposes of information and convenience only. Google™ Translate is a free third-party service, which is not controlled by the DMV. The DMV is unable to guarantee the accuracy of any translation provided by Google™ Translate and is therefore not liable for any inaccurate information or changes in the formatting of the pages resulting from the use of the translation application tool.

The web pages currently in English on the DMV website are the official and accurate source for the program information and services the DMV provides. Any discrepancies or differences created in the translation are not binding and have no legal effect for compliance or enforcement purposes. If any questions arise related to the information contained in the translated website, please refer to the English version.

The following pages provided on the DMV website cannot be translated using Google™ Translate:

• Publications
• Field Office Locations
• Online Applications

Please install the Google Toolbar

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