You sit down and open your computer, log into Bluebook, and get ready to stare at a computer screen for the next two, three, maybe four hours. It wasn’t always like this. For nearly 100 years, starting in 1926, the SAT has been a paper-and-pencil ritual as a Standard Aptitude Test to students across the country. The Digital SAT has only become the norm starting in March 2024 and the move to digital AP exams is still an ongoing process, with 16 exams becoming fully digital just last year.

The transition from paper to screen in education was accelerated by the pandemic. This year, the NJ Department of Education announced it would be field testing an adaptive version of the New Jersey Graduation Proficiency Assessment.

While these changes have been widely lauded by students and teachers alike, some have been quick to point out drawbacks to a digital medium. For one, a 2025 Oxford Learning study found that reading comprehension is stronger for physical books than screens — and that reading on a screen can lead readers to skim and often miss key details. This outcome could be extremely detrimental for test-takers on standardized tests, which often emphasize close reading and recalling minute details.

The physical test booklet was also a workspace. Students were taught to mark it up, underlining key parts of a passage, crossing out incorrect answers, or writing down formulas and calculations directly next to a question, making it easier to spot silly mistakes. While markup tools do exist on digital assessments, they are often more time-consuming and less intuitive to use.

Digital assessments have been long heralded for their ability to deliver results with less test questions due to their adaptive nature. While shorter test times are undoubtedly a benefit, digital test-taking can exacerbate inequalities and disadvantage students without access to stable internet or a computer at home. Lack of access means students may not be familiarized with the digital testing experience in a similar environment. This digitization systemically creates an uneven playing field based on socioeconomic status.

The issue of access also extends beyond home. Schools may lack the necessary infrastructure to support a shift to all-digital testing, including a sufficient number of computers or a strong enough Wi-Fi network for the volume of students testing simultaneously. This often causes technical difficulties, frequently evident at PHS, thus adding more stress and frustration to both students and staff.

The transition to digital mediums is seen by many as inevitable, especially in an increasingly fast-paced and technology-driven era. However, this format is much less tested and does not hold the centuries of use. So while paper-and-pencil learning may be in its waning stages, the advantages of a tangible medium prove that paper never fully lost its value.

Nishika Singh's Work