Your first school CBT exam: a practical readiness checklist

Choose a manageable first exam

The first computer-based test should prove that your school can run the process reliably. Start with a short, low-stakes assessment and a group small enough for staff to support. Do not introduce a new platform for the first time during a high-stakes examination.

Agree what you want to learn from the trial: whether students can sign in, understand the controls, complete the paper and submit within the available time. This is as much an operational exercise as an academic one.

Review questions before loading the exam

Check that every question assesses something learners have been taught. Remove ambiguous wording and make sure answer choices are distinct. Where an answer key is used, verify it independently rather than assuming a convincing draft is correct.

AI-generated questions require the same review as questions written by a person. SkoolDrive’s Question Bank can support preparation, but it is separate from the web CBT workflow. A generated question paper should not be assumed to become a live CBT exam with one click.

• Confirm class, subject and topic coverage.
• Check the intended answers and marking approach.
• Test how any images or special notation display.

Test the actual devices and network

Use the browser and devices students will use on exam day. A test on the administrator’s laptop does not prove that every student device has a readable screen, working keyboard or stable connection.

Plan internet access, charging and power arrangements. Do not assume offline capability unless the specific product explicitly provides it and you have tested the behaviour. SkoolDrive’s reviewed CBT implementation is web-based; native Android and iPhone CBT is not the advertised delivery method.

• Open the intended exam in the actual browser.
• Check connectivity across the exam room.
• Have a school-approved procedure for device or power problems.

Rehearse access and instructions

Give students a simple set of instructions: how to access the exam, how timing works and what to do if they need help. Confirm the exam is available to the intended group and that students are not using another person’s account.

During the practice run, observe where learners hesitate. Confusion about navigating between questions is a training issue, not evidence that the student does not understand the subject. Make the instructions clearer before the real exam.

• Verify the intended students can access the test.
• Explain submission and time-related behaviour.
• Identify the staff member students should ask for help.

Supervise the session and record incidents

Digital delivery does not remove the need for supervision. Set expectations for device use and communication between students. Do not assume that an online test includes automated proctoring or prevents every form of cheating.

Keep a simple record of interruptions, device changes or access problems. This gives the school context when reviewing an incomplete submission and helps staff avoid making an unsupported academic judgement.

Review the outcome before scaling up

After the trial, check submissions and complete any required marking or release steps. Ask staff and learners which parts were confusing. Separate academic performance from technical incidents when interpreting the result.

SkoolDrive’s CBT web portal can form part of this process, alongside question preparation and wider academic records. Request a walkthrough using the kind of assessment your school intends to run, then repeat the readiness check before increasing the number of students.

• Check question quality and incomplete responses.
• Review operational incidents with staff.
• Improve instructions, devices and setup before a larger sitting.