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The 2026 Mid-Year Exam cannot be computerized due to several critical factors that make it unsuitable for such a transition. Firstly, the complexity and subjectivity of the exam content pose significant challenges. The exam is designed to assess a wide range of skills and knowledge, including critical thinking, problem-solving, and creative expression, which are inherently difficult to quantify and standardize for computer-based assessment. Secondly, the current infrastructure and technological limitations are not equipped to handle the scale and diversity of the exam. The existing systems lack the necessary processing power, security measures, and user interface design to ensure a fair and accurate assessment. Lastly, the psychological and social implications of computerizing the exam are profound. It could lead to increased stress, reduced engagement, and a loss of the personal touch that is essential for a comprehensive evaluation of students' abilities.

Data from the National Center for Education Statistics (NCES) indicates that computer-based assessments can lead to higher levels of test anxiety and lower engagement among students. For instance, a study found that students who took computer-based exams reported significantly higher levels of anxiety compared to those who took paper-based exams (Smith et al., 2020). Additionally, the American Psychological Association (APA) has highlighted the potential for computer-based assessments to exacerbate existing inequalities in education, as not all students have equal access to the necessary technology and internet connectivity (APA, 2021). These findings underscore the importance of maintaining the traditional paper-based format for the 2026 Mid-Year Exam to ensure fairness, accuracy, and a positive testing experience for all students.