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Computer-delivered exams are attractive due to ease of delivery, lack of waste, and immediate results. But before moving to computer-based assessments, instructors should consider whether they affect student performance and the student exam experience, particularly for underrepresented student groups and students with exam anxiety. In this study, we gave students in an introductory biology class alternating computer and paper examinations and compared their performance and exam anxiety. On average, students did not perform differently on the two exam types. Additionally, the performance of different subgroups (e.g., non-native English speakers, White students, non-White students, first-generation college students, male and female students, and students who have exam anxiety) was not affected by exam type. Students overall and in different subgroups reported nearly identical amounts of test anxiety during paper and electronic exams. The average time to complete the exam was shorter for computer exams. Students were relatively evenly split as to expressed exam-type preference and did not indicate that one format facilitated cheating more than the other. Based on these results, we believe computer-based exams can be an efficient and equitable approach to assessment.

First Do No Harm: In-Class Computer-Based Exams Do Not Disadvantage Student