Education in England is on the brink of embracing the digital age, with GCSE students possibly given the opportunity to take some of their exams via digital platforms within a few years. The Examination board AQA projects that by 2030, at least one significant subject will incorporate a digital exam component.
The preliminary plan proposes that the Polish and Italian GCSE exams will pioneer this digital shift, specifically in their listening and reading segments, starting in 2026, provided there is an agreement on this front. This method is aimed at supporting the digital adeptness of the youth.
Despite this shift, the examination board asserts its faith in paper-based exams as efficient tools for assessing both GCSE and A-Level pupils. However, they also recognize the necessity to broaden the variety of media used in the examination process. Digital exams harmonize with the digital world students both grow up in and eventually enter professionally. It is also an eco-friendly approach, is more inclusive, and addresses issues of handwriting bias.
Over time, the exams could incorporate interactive facets, like audio and video elements, proving to be advantageous, especially to modern foreign language learners. However, to maintain academic integrity, devices will be offline, prohibiting internet use or access to AI tools during exams.
AQA’s CEO Colin Hughes believes the transition should be gradual and evolutionary, comparing this anticipated shift to how educational tools have evolved over time, like the transition from quills to biros. He expresses AQA’s commitment to this technological integration spanning over many years, with the eventual aspiration to conduct a substantial subject’s exams digitally by 2030.
The board promises to engage teachers and exam officers to ensure the smooth implementation of this change. A comprehensive plan delineating the subject which will incorporate digital assessments post-2026 and the type of support schools can expect will be unveiled in 2024.
Based on a poll by AQA, an encouraging 68% of young participants resonated with the idea of digital exams as an efficient preparation tool for future work and education.
However, Tom Middlehurst, a specialist at the Association of School and College Leaders, cautions about the potential disparity in access to technology, which could inadvertently widen the socio-economic gap among students. This reflects the urgency for a comprehensive investment to ensure equitable access.
A similar digital exam trial was undertaken by the OCR examination board in various UK schools earlier this year. As we seek innovative yet less strenuous ways to assess performance, the Department of Education is considering the adoption of on-screen assessments and a single qualification to eventually replace A-levels and T-levels. It’s a matter of balancing tradition with the need for evolution, making digital integration in assessments a fascinating landscape to navigate in the times to come.
