Mixed-methods Evaluation of the Usability of a Student Information System-integrated Exam Assessment and Verification System

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Exam assessment processes in higher education require usable systems that support not only scoring but also verification, record integrity, and efficient workflow management. This study evaluated the usability of a Student Information System (SIS)-integrated exam assessment and verification system using a mixed-methods approach. Twenty participants with different levels of prior system experience completed a task-based usability test, the Turkish version of the System Usability Scale (SUS-TR), and semi-structured interviews analyzed through reflexive thematic analysis. Findings were integrated through a joint display. The mean SUS score was 86.88 and the mean task success score was 93.50. However, filtering records by academic unit had one of the lowest success rates (85%), the highest number of errors (12), and the highest mean perceived difficulty (2.25). Perceived task difficulty was negatively associated with SUS score (ρ = −.592, p = .006). Qualitative findings highlighted SIS-based verification, integrated access to student information, duplicate-record identification, and digital optical-form access as valued features, while clearer error communication, process-step guidance, interface labeling, and first-use support emerged as improvement needs. Overall, high usability coexisted with localized workflow difficulties.