By Jo Handford
As teachers, you know better than anyone that GCSEs, AS and A
levels are high-stakes qualifications that shape young people's
futures. Every decision about how these exams are delivered must
start with one question: is this fair for students?
That's why we're consulting on a carefully balanced approach to
on-screen assessment. One that protects the integrity of
qualifications you and your students work so hard for, while
enabling measured innovation where the evidence supports it.
A balanced approach
We're proposing a controlled approach that enables innovation
while protecting what matters most: standards, fairness, and your
ability to prepare students effectively.
Here's what this means in practice:
- Pen and paper remain central. We're not proposing that
traditional exams disappear. Handwriting isn't going anywhere.
Most GCSEs, AS and A levels will continue to be assessed the way
they always have been.
- Your school or college retains autonomy and choice. In the
vast majority of cases schools and colleges have a choice of
specifications across exam boards. You can choose the
specification that best meets your needs, factoring in the mode
of assessment to your choice.
- Limited, manageable pace of change. Each exam board would be
allowed to introduce up to 2 new on-screen specifications, making
up a maximum of 3% of the total specifications, on top of the
small number already available today.
- Restrictions on high-volume subjects. The most widely taken
subjects (those with over 100,000 entries nationally) won't be
moving to on-screen assessment for the foreseeable future.
- Clear guardrails. We recognise the importance of safeguarding
the security, accessibility and fairness of new qualifications.
Any new on-screen assessment must pass rigorous accreditation by
Ofqual.
Protecting fairness for all students
We know you're concerned about fairness – and so are we. Our
proposals include specific protections:
- No student-owned devices. Students won't use their own
laptops for exams. This prevents unfairness arising from
differences in device quality or access. Schools will provide the
devices, ensuring consistency.
- Strong accessibility standards. Platforms must be easy to use
for students.
- Consistent standards. Standards will be maintained across
specifications that are on paper and those on screen.
Built on solid evidence
These proposals are informed by extensive research, including:
- studies on how students perform differently on paper versus
on screen
- analysis of the practical challenges schools and colleges
face
- international evidence on digital assessment
- direct feedback from teachers, school leaders, and exams
officers
We've also been clear about the risks. On-screen assessment
introduces new challenges around cyber-security, technical
failures during exams, and maintaining standards across different
modes. Our controlled approach ensures these risks are carefully
managed.
We're listening to your concerns
Our research tells us that while there's interest in greater use
of technology in assessment, teachers have legitimate concerns.
You've told us about:
- concerns about fairness for students who don't have equal
access to technology
- variable IT infrastructure in schools and colleges
- differences in students' and staff digital skills and
confidence
- the operational demands of running on-screen exams alongside
paper-based assessments
- space requirements, including larger desks and suitable exam
venues
- uncertainty about whether certain subjects are suited to
on-screen assessment
We've listened. Our proposals reflect these realities.
What won't change
Your professional expertise remains at the heart of preparing
students for qualifications. The knowledge and skills being
assessed won't change. The rigour and value of qualifications
won't be compromised. And traditional pen and paper assessment
will remain the primary mode for most exams.
We need your voice
This consultation runs for 12 weeks, and we particularly want to
hear from teachers and school leaders. You understand the
realities of exam delivery. You know your students. You see what
works and what doesn't.
Your responses will help us ensure that any changes serve
students' interests and are deliverable in schools and colleges.
Looking ahead
If these proposals are taken forward, detailed rules and guidance
will follow in 2026. We'll keep the 2-specification limit under
review, learning from how on-screen assessments work in practice.
This is about evolution, not revolution. It's about protecting
the qualifications system that serves your students well, while
carefully enabling innovation where the evidence supports it.
It's worth remembering that this is optional. In the vast
majority of cases you can choose the specification that suits
your preferences.
You will be able to read the full consultation and share your
views from 9:30am.
Your expertise and experience are essential to getting this
right. Together, we can ensure that any changes maintain the
standards and fairness that make England's qualifications trusted
and valued.
Jo Handford
Associate Director Strategic Projects and Innovation,
Ofqual
