The shift from paper based examinations to digitally administered assessment is transforming how student learning is measured worldwide. While computer based testing improves efficiency, research shows that many existing testing platforms introduce unnecessary interface complexity that can increase cognitive load and threaten the validity of assessment results.

In partnership with the Educational Semiotics and Design Lab at Stanford University, Goodnotes supported a research programme investigating how a handwriting first, iPad based interface could inform the future design of digital assessment. The study analysed 660 computer administered test items from major testing programmes including NAEP, PISA and SBAC and applied perspectives from cognitive science, semiotics and assessment design to examine how interface features shape student interaction during testing.

The research explored how Goodnotes’ intuitive writing and drawing functionality may reduce barriers associated with conventional keyboard and mouse based testing interfaces. Findings indicate that digital assessments frequently require students to interpret inconsistent visual signals and perform unnecessary actions unrelated to the knowledge being assessed. A Goodnotes based testing approach has the potential to minimise this extraneous cognitive load by enabling students to respond through natural handwriting and annotation behaviours similar to paper based exams.

The collaboration produced a conceptual framework, design principles and development guidance intended to support future Goodnotes assessment experiences, including both large scale testing environments and classroom assessment tools. Results from the project were presented at the 2025 Annual Meeting of the National Council on Measurement in Education.