In a post-covid world, exams must move online to prepare students for the workplace.

Covid forced education to adapt overnight, and online exams became the unexpected hero of academic assessment. What started as a quick fix has now sparked debate within universities across the country: should they stay, or should they go? 

Supporters argue online exams revolutionise accessibility and modernise examination, while sceptics warn of fairness issues and the loss of traditional rigour. As the dust settles, one thing is clear: the way we assess students may never be the same. Hybrid forms of examination are the way forward for universities, with many adopting this approach post-COVID. 

Fundamentally, universities should be teaching for the boardroom, not the exam hall. Despite the ability to appropriately monitor online exams, universities including Glasgow are attempting to drastically limit exams held online. This short-sighted decision risks failing an entire generation of graduates, by fostering unrealistic expectations of workplace dynamics. Online exams degrade the reality of the modern workplace, where collaboration, resourcefulness, and problem-solving define success. Not sadistic endurance tests. 

With employers tending to value ‘soft skills’ such as teamwork and adaptability over memory recall, it's no wonder so many graduates say they feel university failed to prepare them for the workplace. Traditional exam settings fail to cultivate these skills, leaving students ill-prepared for professional roles. Online exams, paired with project-based assessments, better mimic real-world tasks, fostering critical thinking and teamwork. By clinging to outdated methods, universities are failing in their core mission of preparing students for their careers.

Universities must move away from the one-size-fits-all approach, and focus on tailoring assessments to the specific needs of each discipline.

By next year, 70% of universities are projected to be in deficit, despite increasing tuition. Universities are facing a financial tipping point, forced to make challenging decisions around intake and course funding. 

A clear solution? Transferring solely to online examinations. By eliminating the need for paper, printing, and physical exam spaces, universities can save money on assessment resources. The move online also saves significant time and resources previously spent on exam preparation and grading. Online exams are a forward-thinking solution for securing universities’ long-term financial stability.

Some would say that there are certain degrees where online and open book assessments would not be wise; and they are right. In-person exams should be reserved strictly for courses where quick decision-making and hands-on skills are essential, such as medicine or engineering. For the majority of degrees, online assessments or alternative methods better reflect real-world scenarios and workplace demands. 

Universities must move away from the one-size-fits-all approach, and focus on tailoring assessments to the specific needs of each discipline. By limiting in-person exams to situations where they are completely necessary, institutions can save resources, reduce student stress, and create a fairer, more practical system that aligns with modern educational and professional expectations.

Published 24 November 2024