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Related Experiment Video

Updated: Mar 24, 2026

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

Published on: February 7, 2025

Tablet versus paper marking in assessment: feedback matters.

Alan Denison¹, Emily Bate², Jessica Thompson²

¹Institute of Education in Medical and Dental Sciences, School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, UK. Alan.denison@abdn.ac.uk.

Perspectives on Medical Education

|March 16, 2016

Summary

Using tablet devices for Objective Structured Clinical Examinations (OSCE) significantly improved the quantity and quality of examiner feedback, especially for borderline students, enhancing targeted learning.

Keywords:

Assessment Feedback OSCE Technology Undergraduate medical education

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Area of Science:

Medical Education Technology
Clinical Skills Assessment
Healthcare Professional Training

Background:

The Objective Structured Clinical Examination (OSCE) is a standard healthcare assessment method.
Traditional paper-based OSCE checklists are being replaced by digital solutions for large-scale, learner-centered feedback.
Tablet devices offer a potential for enhanced recording of OSCE marks and feedback.

Purpose of the Study:

To compare the effectiveness of paper-based versus tablet-based (iPad) checklists in OSCE examinations.
To evaluate the impact of digital tools on the quantity and quality of examiner feedback.
To assess the utility of feedback for directing student learning, particularly for underperforming candidates.

Main Methods:

Examiner comments from first-year formative and summative OSCE examinations were analyzed.
Data were collected from paper-based checklists (2012) and iPad-based checklists (2013).
A validated tool assessed the quality of examiner comments (Kappa = 0.625).

Main Results:

iPad-recorded examinations showed a 10% increase in the quantity of examiner comments compared to paper-based methods.
There was a 22% increase in comments for 'borderline' students.
A significant improvement (p < 0.001) in the quality of feedback comments was observed with iPad use.

Conclusions:

iPad-marked OSCEs yield more comprehensive and higher-quality examiner feedback.
Enhanced feedback, particularly for struggling students, facilitates targeted learning interventions.
Digital tools like iPads can optimize the feedback process in clinical skills assessment.