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What are digital papers?

They are digital version of the ordinary SQA exam papers or assessments.

They are for learners who:

  • have difficulty with reading ordinary exam papers,
  • or with writing or recording responses.

This means that a student who has difficulty with a traditional paper examination question paper, can ask their school to apply to the SQA to use digital versions.

This allows candidates to easily open the document and use a range of different technologies to both read the paper and type answers and responses on a computer or iPad.

What do they look like?

There are 2 types of digital paper:

  •  'Question and answer' digital papers
  •  'Question only' digital papers

'Question and answer' papers
PDF file with answer boxes so that candidates can type their answers (on screen).

'Question only' papers
Supplied with 'Digital answer booklets' (PDF or Word) so that candidates can type their answers (on screen).

 

Watch a short video showing the 2 types of digital paper.

What difference do digital papers make to pupils?

By using digital papers in examinations, and by using accessible digital learning materials more generally in schools, we can help young people fufil their potential.

The SQA has produced a video of pupils talking about the impact that digital exams has had on their performance in SQA exams; well worth a look.

Consider this...

Can you be a...

  • Successful learner
    if you can't read learning materials and examination papers?
  • Confident individual
    if you depend on others to read or write for you in exams?
  • Responsible citizen
    if you don't have access to information?
  • An effective contributor
    if you can't speak, write or communicate independently?

Digital papers can help pupils become...

  • more successful learners
    if you can read learning materials when they want, where they want;
  • more confident individuals
    if you don't have to rely on a reader or scribe;
  • more responsible citizens
    if you are learning to be independent and self-reliant;
  • more effective contributers
    if you have learned the ways and means to contribute yourself.

Reduce reliance on readers and scribes

In 2015 in Scotland, there were:

  • 7,819 requests for the use of a reader;
  • 5,600 requests for a scribe for SQA exams.

That's 7,819 instances where pupils were:

  • sitting in separate rooms in schools in Scotland,
  • with a member of staff (scribing and/or reading),
  • with a personal invigilator.

Such widespread use of scribes and readers raises questions about independence and objectivity of assessment. In addition, schools have difficulty finding sufficient accommodation and staff, and there are significant costs involved in paying for staff and invigilators.

Our research has shown that digital papers and ICT, with text-to-speech software, can provide many students with a more independent and less expensive alternative to readers and scribes.

The good news, though, is that technology is gradually replacing the use of reader/scribes in examinations. Two years ago, in 2013, there were 19,058 requests for use of a reader and 14,905 requests for a scribe. ICT is now more popular than either reader or scribe and one of the reasons for this drop is because the total number of examination entries fell with the phasing out of Standard Grades. Nevertheless, the proportion of examinations where reader/scribes was requested has also fallen, while the proportion of arrangements involving ICT has increased.

Digital papers, a bit of history

In 2002, CALL carried out an investigation for SQA into the use of ICT for candidates with disabilities and a key recommendation was that papers should be made available in a digital format, so that candidates could easily open the document and use a range of different technologies to both read the paper and write answers. We researched the features that were required with digital question papers and found that staff wanted papers that:

  • had the same appearance and layout as the paper, so that students could use both digital and hardcopy during an exam;
  • could be magnified and adjusted (for example by changing foreground and background colours on screen);
  • would allow students to type directly into the paper on screen;
  • were compatible with assistive technologies such as screen or text reader programs, specialised keyboards or access systems, or speech recognition software.