The consultation sets out plans for a controlled introduction of on-screen exams, allowing exam boards to seek accreditation for a limited number of digital assessments. Ofqual wants to support their careful adoption, while protecting standards, fairness, public confidence and the reliable delivery of high-stakes qualifications.
Our response
Our response focuses on one central principle: any move towards on-screen assessments should have no detrimental impact on socio-economically disadvantaged pupils.
The recent White Paper set out a positive national ambition to halve the attainment gap. In this context, we think it’s important to understand more about how changing the mode of assessment in high-stakes qualifications could affect different groups of pupils.
In our response, we urge Ofqual to use the proposed controlled approach as an opportunity to evaluate the impact of on-screen assessments on disadvantaged pupils before reforms are expanded further.
What does the evidence say?
Our response summarises the evidence on EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. and on-screen assessments on disadvantaged pupils.
- The evidence on on-screen assessment limited and mixed. There are relatively few studies involving pupils of GCSE and A level age or high-stakes contexts comparable to England. Existing research does not show consistent evidence that on-screen assessments lead to better or worse performance than paper-based exams. Evidence specifically relating to disadvantaged pupils is particularly sparse.
- EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. interventions generally can have a small positive impact for disadvantaged pupils.However, effects may be smaller than for their peers so can risk widening gaps. Some evidence suggests that attainment gains from EdTechBy EdTech, we mean pedagogical programmes and approaches that use technology to support teaching professionals and pupils with classroom teaching and learning. This may include computer adaptive learning, or innovative Artificial Intelligence approaches. are lower for disadvantaged pupils compared to their classmates, raising the risk that technology could widen gaps if not carefully implemented.
- Access to devices at home is unequal. A significant minority of secondary pupils lack access to an appropriate device for learning at home, increasing the likelihood of differences in digital familiarity by socio-economic status.
- Device familiarity may influence performance in on-screen assessments. There is evidence that familiarity with computers and other devices is linked to socio-economic status, and that using unfamiliar devices can negatively affect performance.