This is why exam preparation should eventually reflect the actual testing conditions as closely as reasonably possible.

Online assessments introduce factors that may be less significant in traditional pen-and-paper tests. Students may need to navigate a digital interface, read questions on a screen, manage scrolling, enter answers digitally and monitor time differently.

If a student has only practised on printed worksheets, the transition can add unnecessary cognitive load.

Exam realism should therefore include more than simply setting a timer.

Where appropriate, preparation should replicate:

• Digital question presentation

• On-screen reading

• Navigation between questions

• Timing conditions

• Relevant response methods

• Limited distractions

• Full-length assessment sessions

However, realism should come after foundational skills have been developed. Students should not spend weeks simulating the exam before they understand the material being tested.

A useful progression is:

Learn → Practise → Time → Simulate → Review.

After a realistic session, ask the student what caused difficulty. Was it the content, timing, interface, concentration or navigation?

This distinction allows parents to address the actual problem.

The objective of exam simulation is not to make practice stressful. It is to remove avoidable surprises so that the student's performance reflects their academic ability rather than unfamiliarity with the testing environment.