3.1 Checklist: Accessible E-exams

Contents: Checkpoints for before the exam, during the exam and after the exam.

An alternative version of this checklist is available as a table in the guide.

Before the exam

1. Practise using digital programmes and the available examination techniques with your students. 
2. Inform students about technical requirements and the compatibility of the examination environment for BYOD (Bring Your Own Device) examinations, remote examinations or where they are required to use their own devices. 
3. Provide information on the general conditions (e.g. duration, rules on (toilet) breaks, etc.) in accordance with the ‘two-senses’ principle (e.g. verbally or in writing).
4. Bear in mind that your students may be entitled to disadvantage compensation. Find out about the process for applying for disadvantage compensation and make the information available in good time at the start of the semester, for example on a clear slide in your module.
5. Arrange for the coordination of disadvantage compensation at an early stage. This is handled by the relevant bodies (e.g. the representative for students with disabilities or chronic illnesses, the Examination Board, or similar).
6. Also bear in mind the technical or spatial arrangements required for any requested disadvantage compensation. For example, an extension to the examination time must be arranged in advance, a separate room reserved or assistive technology provided. 
7. Ensure that the premises, the workspace, and the technology used are accessible. E-exams can also be conducted as online remote exams. Consider this option at an early stage if you are unable to guarantee an accessible working environment on site. 
8. Design the content of your examinations to be as accessible as possible. 
9. Provide an overview of the questions, which serves as a table of contents and shows the student’s progress, if your didactic approach allows it. 
10. State the maximum number of marks available for each task. 
11. If your didactic approach allows, enable students to determine the order in which they answer the questions themselves by allowing them to select the questions and/or revise questions they have already answered before submitting.
12. Allow students to read through all the questions first before answering them. 
13. If the order of the questions is fixed, inform the students of this before the exam. 
14. Provided it does not conflict with the purpose of the examination, students should be given the choice of which method they wish to use. 
15. Inclusive/alternative examination formats should be made available where possible.

During the exam

1. Give clear and precise instructions. 
2. Announce when the end of the examination is approaching. 
3. Provide information on technical support.
4. Provide channels for communication and feedback to clarify any questions and remove potential barriers. 
5. Exam invigilators should be made aware that students with impairments or illnesses may behave differently in an online setting compared to other students. Among other things, they may use monitoring devices or specific techniques to calm themselves, visit the toilet more frequently, or have a support person assisting them.

After the exam

1. Provide specific and constructive feedback.
2. Offer feedback in a variety of formats.