Universities found restricting students’ access to exam scripts are causing harm, a report by the Higher Education Policy Institute (Hepi) has revealed. According to the think tank’s findings, these restrictive policies are limiting students’ learning opportunities. The report highlighted that exam boards offering GCSEs and A-levels are more advanced in providing access to marked exam scripts compared to universities.
The paper recommended that students should have the default right to view, copy, and share their exam scripts, with restrictions only in exceptional cases where full access poses excessive costs. The research, sponsored by the University of Manchester, examined the practices of 140 members of Universities UK (UUK) regarding student access to exam scripts. The study revealed that only around half of the universities have a published policy on this matter, with policies varying significantly across institutions.
Of the universities surveyed, 34% allow students to view their marked scripts, while 19% prohibit access, and 47% leave the decision to exam schools and faculties. Reasons for restricting access included concerns about students not benefiting, additional administrative burden, and maintaining academic integrity. However, the report argued that such policies harm both students and institutions by limiting opportunities for learning and undermining confidence in the exam system.
The report emphasised the importance of students being able to reflect on their performance, understand grade descriptors, and learn from past work. It suggested that increasing access to exam scripts would help address these issues, even if detailed comments from examiners are not provided. The paper recommended the adoption of technologies to automate the process of providing students access to their scripts.
Rohan Selva-Radov, the author of the report and an Oxford University student, highlighted the need for greater transparency and consistency in how universities handle student access to exam scripts. He noted that while historic inertia may be a reason for restrictive policies, new technologies offer cost-effective solutions for improvement. Nick Hillman, director of Hepi, underscored the importance of transparency in exams and called for a reevaluation of practices within higher education institutions.
National Union of Students (NUS) vice president higher education, Alex Stanley, stressed that universities should prioritize students’ learning and consider revising policies that hinder student development. The research serves as a wake-up call for institutions to reassess their practices and policymakers to provide clearer guidance on this issue. The call for increased transparency and improved access to exam scripts aims to enhance the learning experience for students and uphold academic standards.
In conclusion, the report sheds light on the need for universities to re-evaluate their approaches to student access to exam scripts. By enhancing transparency, providing greater access to marked scripts, and embracing technological advancements, universities can better support student learning and academic development. This shift towards more open and inclusive practices can benefit both students and institutions, fostering a culture of continuous improvement and excellence in higher education.