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Universal design for digital exams

Safeguarding equity and fairness

As education systems around the world take steps toward on-screen testing, making sure exams remain fair and accessible has become a concern for assessment leaders and policymakers.

The AQA research team has explored what it really means to make high-stakes digital assessment fair for every student, so that new technology does not create extra barriers.

They have found that, by building a few simple elements in from the very start, organisations can avoid serious problems later. Careful design reduces the need for expensive changes or extra support, and helps protect the accuracy of each assessment, strengthening the reputation of qualifications and the trust people place in them.

What is universal design?

Originally developed in the field of architecture to ensure physical spaces are accessible to all, universal design involves considering the diverse needs of all potential users.

In the context of digital exams, this means accounting for the full range of learner needs and making sure the technology being used tests everyone fairly.

The risks of neglecting accessibility

Digital exams that do not embed universal design principles can leave behind entire groups of learners. Students with disabilities, those with English as an additional language, or those with specific learning needs may find themselves unable to participate fully. This not only undermines equity but can also breach legal obligations and international standards.

Moreover, poorly designed assessments may inadvertently test students’ ability to navigate technology, rather than their actual knowledge or skills. Such barriers erode the reliability and credibility of results. Adding accessibility features after launch is rarely effective, often costly, and can result in inconsistent experiences for learners.

Impact on learners and institutions

When accessibility is not prioritised, students may experience frustration, anxiety, and disengagement. Some may abandon assessments altogether, while others may perform below their true potential due to unnecessary obstacles. Inaccessible platforms can also increase the risk of malpractice, as students seek workarounds to compensate for missing features.

For awarding organisations and ministries, the impact of this can be significant. Exclusion or disadvantage can lead to formal complaints, legal action, and negative media coverage. The reputation of national assessment systems may be called into question, and regulatory non-compliance can result in sanctions or loss of recognition for qualifications.

Features of universal design

By embedding universal design from the outset, decision makers can ensure that digital exams are equitable, valid, and trusted.

Key features to prioritise

Flexible display and input options: Allow students to personalise colour schemes, font size, and navigation to suit their needs.
Compatibility with assistive technologies: Ensure platforms work seamlessly with screen readers, alternative keyboards, and speech-to-text software.
Clear, simple language and structure: Use plain language, logical layouts, and provide definitions where necessary.
Robust feedback and navigation: Offer clear progress indicators, prompts, and accessible instructions.

Recommendations

To maintain the fairness of exams during a transition to on-screen assessment we recommend that organisations take the following steps:

Embed accessibility and universal design principles from the start
Utilise international standards such as the Web Content Accessibility Guidelines (WCAG)
Engage stakeholders, including students and experts, in user testing and feedback
Monitor and evaluate the impact of digital item types and assistive technologies on results for different learner groups

The transition to on-screen testing presents an opportunity to set new standards for equity and excellence. However, this opportunity can only be realised if accessibility is embedded from the outset. The risks of neglecting universal design are significant, including exclusion, invalid results, and reputational damage. By following best practice, ministers and awarding organisations can ensure that digital exams are robust, inclusive, and trusted by all.

Read the guidance in full

This article is based on the full research published in our Universal design for digital exams: Best practice guidelines. This paper offers comprehensive evidence and a full list of practical recommendations based on international examples of successful implementation.

This paper also addresses regulatory considerations, technical guidance, and future directions for inclusive assessment, making it an essential resource for anyone responsible for policy or delivery in education.

Read the full paper

Start with a Digital Readiness Audit

If you want to modernise your exams, start with an objective review of your current capabilities to see how ready you are for digital delivery.

Our experts will conduct an in-depth audit and produce a bespoke plan for filling any gaps, to give you the clarity and confidence you need to begin your on-screen exams roll out.

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