Implementation of on-campus digital examination practices

Despite much learning now being conducted through computer-mediated forms, universities still use paper-based examinations to validate individual achievement. This creates dissonance between teaching and assessment; and prevents adoption of computer-based techniques on a large scale in curriculum design. Some institutions are striving to eliminate this dissonance by trialling computer-based system for examination-style assessment, and in addition add efficiencies to the labour-intensive process of marking. This paper presents the implementation of computer-based examinations in Scotland, Nigeria and Tasmania, with an emphasis on the diversity of current approaches. The paper also attempts to describe pathways for institutions contemplating such a radical innovation.