It’s inevitable that technology will play a larger and larger part in how we make exams happen. Although there are reservations in some quarters and a real need for us to ensure that tech gets leveraged fairly and in a way that makes exam success accessible for all, it’s a great thing.

The National Office of Exams Officers (NAEO) strongly encourages the use of technology in exams wherever it achieves three key objectives:

✅ Reducing the administrative burden placed upon exams officers

✅ Assisting candidates in achieving their academic potential (whilst adhering to JCQ and other awarding body regulations)

✅Maintaining and strengthening the integrity and security of the exam process.

So we asked the NAEO for their top 5 reasons why exams officers should be encouraging the use of assistive technology in their centre this term, and especially why they should be encouraging the use of exam-ready reading pens like C-Pen Exam Reader 2 in the delivery of reader-based and scribe-based support.

...Wait. How many students are actually using exam support in the UK?

During the 2022/2023 academic year, 121,300 candidates were granted approval for the use of a reader, whilst 46,735 were given access to a scribe or speech recognition technology. The approved cases for a reader have increased by 27%, and for that of a scribe by 13% since the 2018/19 academic year.

These large— and growing— numbers of students are why it’s so important we get it right. Let’s dive into what the experts said!

5 reasons why exams officers are championing assistive technology for exams!

There are 5 reasons why the use of assistive technology can support exams officers in administrating and the delivery of examinations for such a large number of candidates whilst reducing the administrative burden on exams officers, supporting candidates to perform to the best of their ability, and maintaining the integrity and security of the examination system…

#1: Reduced exams officer involvement in the access arrangements process

With the removal to train facilitators and invigilators in the delivery of access arrangements, there’s also less of a requirement for exams officers to engage and be familiar with the contents of JCQ’s Access arrangements and reasonable adjustments publication.It keeps things simple!

Although it is the responsibility of the SENCo to lead on the access arrangements and reasonable adjustments process within their centre, there are some areas – such as the training of facilitators and invigilators in JCQ regulations when an access arrangement is delivered on a one-to-one basis with the candidate, which may require exams officers to be aware of specific areas of access arrangements regulations as set out in this JCQ publication.

The NAEO believes that the use of assistive technology supports the position of, beyond a supporting role for their SENCo, exams officers having minimal involvement in the access arrangements process within their centre.

#2: Reducing instances of malpractice

When engaging with assistive technology, it’s largely the responsibility of the candidate to ensure that they are familiar with and correctly applying and engaging with the relevant technology (e.g. C-Pen Exam Reader 2, speech recognition technology etc.).

The removal of this reliance upon a human to deliver an access arrangement reduces the likelihood of a facilitator or invigilator engaging in intentional or unintentional instances of malpractice. Unlike a human, this is due to assistive technology being unable to:

❌ Advise the candidate about which questions to do

❌ Advise the candidate about the order in which questions should be answered

❌ Give factual help, or offer any suggestions

❌ Communicate in any way other than those listed permitted by the regulations or confirmed by the SENCo

❌ Indicate when a task is complete.

#3: Addressing the invigilator shortage, saving time, and saving money!

By utilising assistive technology and removing the need to train facilitators and invigilators ahead of an examination series (and manage them whilst examinations are taking place, including the use of a ‘roving invigilator’), centres can deliver three huge positives:

✅ Saving a busy exams officer invaluable time

✅ Reducing the administrative burden/workload placed upon that exams officer

✅ Saving a large amount on invigilator costs

In addition to time and cost savings, it should also be noted that a significant number of centres are still experiencing a post-Covid invigilator shortage. During recent exam series, a pronounced shortage of external invigilators has placed an increased reliance upon engaging internal staff to act as invigilators, many of whom are appointed at short notice ahead of an examination series and, therefore, more likely to engage in (unintentional) malpractice due to insufficient knowledge of JCQ regulations. 

#4: Removing pressure on rooming examinations

Every exam series, the NAEO receives many reports of exams officers having to accommodate candidates requiring a reader or scribe in a large number of rooms. Occasionally, we hear about as many as fifty rooms within a centre. And this has a significant impact in several areas, including upon the exams officers who has to arrange, prepare and manage these rooms, and the teaching and learning of non-examination students who have been displaced from their room.

Although the regulations allow for more than one candidate and facilitator to be accommodated in a room, it is more than likely that due to them being overheard by, or disturbing, other candidates, it’s just not practical. Therefore, significant pressure is placed upon finding appropriate rooming, and situation which is exacerbated on exam days when the whole or majority of the cohort may be taking examinations (e.g. GCSE Mathematics and English etc.).

But this rooming issue can be significantly minimised if several candidates are accommodated in one room due to the use of assistive technology. This would be possible for candidates using an exam-ready reading pen like C-Pen Exam Reader 2 to assist their reading, as this tool can be used with headphones and therefore would not be overheard.

#5: Assisting candidates

If candidates are introduced to assistive technology at an early stage during their programme of study, this hugely increases familiarity and awareness of the functionality of an assistive technology tool. This will not only result in more efficient use of the technology in question, but also encourage candidates to be more ‘self-sufficient’ in their use of this support aid, utilising it as and when it is required.

Placing the responsibility upon candidates to manage an assistive technology tool will save them time during an examination compared to requesting human assistance to read/write, whilst also reducing the stigma which some candidates attach to relying upon human support during an examination.

There is no doubt that candidates are more familiar and at ease with the use of technology in providing support on a daily basis and will increasingly use technology within Further and Higher education and in employment. Therefore, the use of assistive technology not only allows candidates to engage in a manner which is familiar to them, but also encourages them to view technology as a support tool which should be utilised beyond the sitting of examinations.

Huge thanks to the NAEO for taking the time to reflect with us, and talking all things exam officers, access arrangements, and making exam time far less stressful for all. 💙

At Scanning Pens, we know that exams officers are the unsung heroes of the whole examinations process— and from their very first SATs to leaving education with GCSEs and A-Levels, millions of students rely on the care, the support and the knowledge that they provide in order to go forward and achieve the results they deserve.

That’s why it’s so important we’re always looking for ways to make administering that support easier and streamlining the process for everyone involved. It’s all about ensuring everyone present is in the best possible position to achieve the grades of their dreams, without getting tangled in the red tape or losing out.

And reading technologies that can be used under exam conditions like C-Pen Exam Reader 2 are the key: they open the door to a more equal, stress-free testing future and create an environment where exams officers have got more room to focus on ensuring that each and every learner has a fair exam experience.

To find out more about C-Pen Exam Reader 2 and what it can do for the students and exam officers in your centre, head on over to C-Pen Exam Reader 2 at Scanning Pens.

To claim your FREE 30-day reading pen trial, fill in our request form today!