Harris Federation

*Please note students' names have been changed to maintain confidentiality. 

Authors: Dr Liyuan Liu (Senior Assessment Researcher, Pearson), Kevin Mason (Senior Assessment Researcher, Pearson)

Citation: Liu, L & Mason, K (2024) Modified exam papers: Interactive Question Papers/PDFs.  Available at: Modified exam papers case studies (Accessed: 1 November 2024).  

In late February and early March 2024, we visited a mainstream secondary school in England on two occasions to observe how four Year 11 students used Interactive PDFs for their history mock exams. These observations, along with follow-up interviews, were conducted with the consent of the students, their parents, and the school. The students, who all had varying learning needs, were eligible to use word processors for their exams. Two students adopted Interactive PDFs during the November 2023 mock exams, and another two joined them in early 2024. Their transition to using Interactive PDFs was supported by Katie and the senior school leaders. 

Interactive Electronic Question Papers, also named Interactive PDFs, are exclusive to Pearson and have been available for learners with special educational needs and disabilities (SEND) since 2015. They mirror standard exam papers and are designed to be accessed on computers, allowing students to type or listen to the content, thus catering to a variety of learning needs. 

According to Pearson's 2022 survey of 134 exam officers, the primary users of Interactive PDFs are students with dyslexia, autism, and colour blindness. Both this survey and our 2023 pilot study highlighted that features like the writing and listening functions significantly boost students' confidence during exams. For instance, the listening function enables students with SEND to repeatedly hear the questions, reducing their dependence on human readers. The writing function alleviates the anxiety associated with illegible handwriting under exam conditions. Our recent school visits further confirmed these findings: students who had previously used word processors were quick to adopt Interactive PDFs and found the typing function particularly beneficial. 

Our key findings

• Compared to word processors, Interactive PDFs’ writing function facilitates better workflow and reduces the attention shift between the paper and processor.  
• Students quickly adapt to Interactive PDFs with teacher support. 
• Preparation for using Interactive PDFs enables students to make the best use of the modification. 

1. Compared to word processors, Interactive PDFs’ writing function improves workflow and minimises the attention shift between the paper and the device 

The four students we observed were accustomed to using word processors to overcome various challenges, such as anxiety about handwriting during exams and concerns over illegible handwriting. With guidance from, Katie, they transitioned to using Interactive PDFs in November 2023, a change that some describe as transformative.  

Handwriting anxiety and worries about legibility drove these students to opt for typing their responses. Emily, one of the participants, described her experience with paper-and-pen exams, saying “When I was writing the actual papers, especially under test conditions, I tend to speed up, and you don’t understand what I am actually writing.” She further explained, “My English teacher can usually read my handwriting, but she could not understand my mock papers when she got them back. I had to type them on a computer so she could actually read them”. Once she began typing her exams, her anxiety eased. She noted, “When it is on the computer, you can see it (answers) clearly. If you make a mistake, you can just erase it and go back, instead of crossing out the whole page”.  

During our interviews, all students agreed that in comparison with the word processor, typing on Interactive PDFs/laptops made the exams more accessible. Two out of four participants, Dan and Emily found the transition to Interactive PDFs smoother due to their previous experience with word processors. 

Emily highlighted a key advantage of Interactive PDFs: "When you're on a word processor, you don't see the questions laid out. But with the interactive one, you can scroll down and see everything (questions were displayed above the answer boxes).” Improperly labelled answers on word processors may lead to a loss of marks and make the exam stressful. Katie, history consultant, also emphasised this benefit, explaining that students can immediately start typing on Interactive PDFs when they think of the answer, offering immediate ease compared to constantly shifting attention between the paper and the word processor. This approach allows for a smoother flow of responses and quicker access to answers.  

From a logistical perspective, Dan pointed out a practical improvement with Interactive PDFs: students can now enter their candidate number and name directly on the front page. Previously, those using word processors had to visit the exam officers’ office after the examination to sign each sheet of exam paper. This new process not only saves time for both exam officers and students, but also benefit students by not requiring them do something different from their peers at the end of the exam. 

2. Students quickly adapt to Interactive PDFs with teacher support  

The four students in this case study initially used printed exam papers alongside a word processor before transitioning to Interactive PDFs in November 2023. During our first school observation on 27th February 2024, most students focused primarily on the typing function, showing limited awareness of the other features available in the Interactive PDFs. However, between the first and second visits, Katie, provided a 30-minute tutorial that introduced the students to the full range of functionalities within the Interactive question papers. By the time of our second observation (5th March 2024), we observed that students had become more familiar with the technology and features via direct mock exam observation and their discussion of the experiences in follow-up interviews after the mock. 

The table below illustrates the changes in how students utilised the features between the two school visits, based on observation from five Pearson researchers. The top three features favoured/used by the students were the highlighter tool, bottom hyperlinks that allowed easy navigation between questions, and bookmarks. However, feedback on other features, such as the background colour of the exam paper and the zooming function, was mixed, reflecting the personalised needs and preferences of each student.  

Table 1. Exam setup and interaction types across two school visits in 2024

Note. The above information is based on observational data from five Pearson researchers and has been verified and slightly modified based on students’ follow-up interviews after exams.  
 
Highlighter: Mark key information to free up working memory

“I have been using it to highlight information resources.” - Dan.  

After the second school visit, two students told us that the highlighter was their favourite feature, which they used to mark key information in preparation for their responses. During our first school visit, most students were unaware of the highlighter feature. Instead, they either annotated printed exam papers and resource booklets or tried to remember key information mentally. Using the highlighter helps free up working memory, allowing students to focus better on the exam since Interactive PDFs always display questions above the answer boxes. 

Hyperlinks for switching between questions: effectively reduce scrolling time

“I noticed that you could click straight to where you would need to answer questions. That’s a lot easier than just having to flick through past the empty pages.” - Frank  

In Interactive PDFs, hyperlinks with question numbers are displayed at the bottom of the exam papers, allowing students to switch between questions with a single click. Students reported that using the hyperlinks helped them reduce unnecessary back-and-forth navigation and skip over blank pages (answer boxes) effectively. 

Bookmarks: A straight way to navigate the exam papers and in-built resource booklets

“I was basically using it just going from question to question, because, obviously, it takes you to the top of a question.” - George 

Bookmarks are links that automatically appear in the bookmark panel when exams are set up with Interactive Papers, typically organised as a table of contents. Students can click on a bookmark to jump directly to the referenced section or page, without having to scroll through the entire paper. This feature was favoured by students during observations and interviews, where they reported that using bookmarks helped reduce scrolling time and skip over blank pages. 

Use of hard copies of exam papers and resource booklets during the exams 

“I didn't actually use the paper version for my questions. But with the sources, for example, if I only need a quotation, I will use that, just so I don't have to go and scroll all the way up, maybe a couple of pages, just for three to four words.” - Dan 

In both mock exams, students were provided with hard copies of question papers and resource booklets. Students reported that they were more inclined to use the printed resource booklets than the printed question papers. This preference was mainly due to the design of the Interactive PDFs, where the questions were displayed directly above the answer boxes, minimising the need for scrolling. 

Feedback on the in-built resource booklet varied among the students. One student mentioned preferring to read the entire resource on the computer but opted for a hard copy when needing to read a small section or find a quotation, as this minimised scrolling. Two other students expressed a preference for using hard copies of the resource booklet, as it allowed them to work on their interpretations while referencing the material. 
 
Contents over format
Apart from these built-in features, our students also shared their experiences in utilising this modification on laptops. Interestingly, they reported the content of the test is their focus rather than these features or the set-up of the exam papers on screen.  

3. Preparation for using Interactive PDFs enables students to make the best use of the modification 

Effective preparation is crucial for schools and students eligible to use Interactive PDFs. Insights from the 2022 Pearson Exam Officers Survey and a 2023 pilot study involving four schools highlight schools are keen to learn more about this modification and optimise its use. However, during our observations of two mock exams in early 2024, students expressed concern about Interactive PDFs, such as the challenges of onscreen scrolling and the length of typed responses for lengthy questions in a written subject such as history.  These concerns underscore the need for preparation to ensure a smooth transition and adoption.  

Challenges with scrolling. In the initial interviews, students highlighted issues with excessive scrolling during their history mock exams. For example, George remarked, “I couldn’t keep using the little pad. It was just killing my finger. If I had a mouse, it wouldn’t be too much of a problem.” Responding to this feedback, the school provided all students with a mouse during subsequent exams, and no further complaints were reported. Moreover, tools like bookmarks and bottom-of-page hyperlinks proved beneficial, helping students navigate the content more efficiently and reducing the need for excessive scrolling.  

Concerns about the length of responses. A concern raised by both students and Katie, was the appearance of typed responses in Interactive PDFs. Unlike traditional paper-and-pencil exams, where cross-outs are visible, the typed responses made students worry that their responses seemed shorter than they actually were. George said, “The typed responses looked tiny. I know I was typing for at least 20 minutes, but there were only five lines.”  George and Katie suggested that this was due to the large answer boxes or small font size, which caused worry about the potential impact on exam results.  

This issue highlights the need for improved assessment design. Prior research has indicated that markers may unconsciously grade typed responses more harshly than identical handwritten versions, although the difference in marks is not significant (Russell and Tao 2004). This bias can be mitigated by training markers to focus on the quality of the content rather than its length, a challenge also observed in traditional paper-and-pen exams where smaller handwriting sometimes resulted in seemingly shorter answers. 

The role of exam preparation and training. Implementing Interactive PDFs effectively requires sufficient time for exam preparation and targeted training on Interactive PDFs at the school level. This will enable exam officers, SENDCOs, and teachers to have the necessary knowledge and skills to support students in using these tools equitably and efficiently. Beyond the writing function, Interactive PDFs offer features like a listening tool that reads text aloud, catering to specific student needs during exams. Besides, the built-in features (see Table 1) demand strategic planning and sufficient time for students to become familiar with them, ensuring that they are not distracted during exams and can fully utilise the modification. 

Addressing ICT Skills and Accessibility. During our two mock exam observations, all four students showed proficiency in using laptops to complete their history exams. However, discussions with Katie and senior school leaders revealed that access to computers at home vary considerably among students in our observed school. To bridge this gap, the school has introduced typing classes, ensuring that all students have equal access to the necessary ICT skills and prepare their students for the future transition to the onscreen assessment. Furthermore, there are still considerable financial implications for the school in providing the technology, infrastructure and maintenance costs.

Disclaimers and acknowledgements 

References 
Michael, R., & Tao, W. (2004). Effects of handwriting and computer-print on composition scores: A follow-up to Powers, Fowles, Farnum, & Ramsey.  Practical Assessment, Research, and Evaluation, 9(1). 
 
Disclaimers  
a. This case study is based on four students at one school’s access and use of Interactive PDFs, which gives us a valuable window into the specific challenges and opportunities they encountered but may not be representative of all students.   
 
Acknowledgements    
We would like to acknowledge the important contribution towards the work in this case study from the school, and our young student experts, in particular their quality support in the Modified Exam Papers Research Project 2022-2024.   

Special thanks to Katie Matthews (History Consultant from the case study school), and Jennifer Wallin from Pearson UK's Sales PSQ Field Team. Your support enabled us to engage in discussions with school leaders, exam officers, history teachers, and the SENDco, allowing us to explore how students access and utilise Interactive PDFs effectively. 
 
Furthermore, we wish to take the opportunity to extend our heartfelt thanks to our colleagues at Pearson UK, spanning various teams. These individuals include:  

Milon Harman, Zeenat Niazi (Quals Delivery), Ellen Barrow (ELL), Emma Crampton (QD Assessment Design) and Irene Custodio (QD Assessment Design) for their expertise in supporting this research by reviewing the observation forms, contributing to the research questions, and collecting observational data. 

Hayley Dalton (QSR - Technical & Statistical Intelligence) for her invaluable comments, feedback and professional support during the case study.  

Louise Denman (PSQ Proc Ops) and Rachel Laking (Modified Formats Team) for their role in highlighting the significance of conducting this research project and for providing recommendations based on the unique scenarios of students as presented in the case study.  

Emily Lyons, Gemma Hughes, Joanna Biggers, and Lesley Roberts (Communications & Engagement Team) for their noteworthy contributions and support in shaping the MPP campaign plan. Their meticulous review and editing of the case study have been fully appreciated.