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When conducting academic examinations, venue is primarily selected for capacity. In tertiary settings where a course has a large student cohort, large scale spaces (foyers, indoor recreational spaces, gymnasiums etc.) are used to enable all students to be grouped under the same conditions, maximising the scheduling (space use) and cost efficiency (supervision/personal required) for the institution. However, it has been recently demonstrated that enlarged indoor environment scale impacts brain signatures that are associated with high-order cognitive processes, which could adversely affect cognitive performance. In this study we will investigate whether built environment scale influences student performance in an examination setting, using naturalistic historical data from three first-year undergraduate units (subject of study sometimes called courses) run between 2011-2019 at an Australian University. The aim of this study is: to determine if student performance in exams is predictive of, or moderated by, the scale of rooms. We hypothesise that larger spaces will be associated with reduced performance. This study could have significant implications for how we assess students to ensure we are not unwittingly adding disadvantage into performative evaluations, with examination conditions providing an ideal real-world experimental setting to probe cognitive performance.