The student survey conducted after the exams indicated that, overall, students were satisfied with both the system, the hall, and the procedures. The only issues raised by students were related to the room's layout, as many could see other students' screens, and each seat was somewhat cramped.
Project leader Linda Severinson believes that the project has gained valuable insights from the pilots and that they can now work further to improve and refine pre-exam, during-exam, and post-exam routines, as well as plan differently for renovations on the 3rd floor, where an additional 100 writing spaces will be created.
Several of the invigilators present during the exams have been involved in the project and followed its progress. However, using Inspera requires more computer skills than traditional paper-based exams and a certain ability to guide students on the computer.
The teachers are also satisfied with the entire process. They have saved time by being able to decipher students' answers (compared to poor handwriting previously) through some automated grading and automatic reporting to Ladok. On the negative side, several teachers argue that the learning curve for Inspera is somewhat steeper than they initially thought; it's not as intuitive as they had hoped. They found that the Inspera training in Canvas had been a helpful support. One teacher noticed a decline in the quality of students' answers. Much of this explanation could be attributed to the shorter time available and the transition from home exams to in-hall exams. Another teacher noted an improvement in the quality of the texts, as they were more well-developed and both handwriting and structure were better. The transition occurred from traditional paper-based exams to digital in-hall exams.
During the fall, additional pilots will be conducted in B104 using the Inspera system. Currently, eight courses are scheduled.