The Pandemic, GenAI, & the Return to Handwritten, In-Person, Timed Exams: A Critical Examination and Guidance for Writing Centre Support (Part 2 of 2)
Date
2024-01-20
Authors
Marken, Liv
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Volume Title
Publisher
Canadian Writing Centre Review/ Revue Canadienne des Centres de Rédaction
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Article
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Abstract
This article critically examines the resurgence of traditional handwritten, in-person, timed, and invigilated exams as a response to pandemic-era cheating and the rise of artificial intelligence. While some post-secondary instructors may find reassurance in returning to these assessments, the article argues that such a move risks undermining commitments to equity, diversity, and inclusion practices. The article reviews the research on the inequities and inefficacies of handwritten, in-person exams, emphasizing their adverse effects on diverse student groups, including Indigenous students, multilingual students, and disabled students. Finally, the article suggests ways in which writing centres can collaborate with academic support services, student groups, faculty, and colleges to support students who are preparing for such exams.
Description
Keywords
assessment, writing, handwritten exams, ergonomics, Indigenous students, Disabled students, Multilingual students, writing centers, writing centres, academic integrity, academic writing, examinations, writing tutoring, student academic support, generative AI, ChatGPT, pandemic learning, accommodations
Citation
Marken, L. (2023). The Pandemic, GenAI, & the Return to Handwritten, In-Person, Timed Exams: A Critical Examination and Guidance for Writing Centre Support (Part 2 of 2). Canadian Writing Centre Review/ Revue Canadienne des Centres de Rédaction, 5(1). https://cwcaaccr.com/2024/01/20/the-pandemic-genai-the-return-to-handwritten-2-of-2/