Students in England may begin taking some of their GCSE and A-level examinations on laptops by the year 2030, according to the Office of Qualifications and Examinations Regulation (Ofqual). The regulatory body has announced a three-month public consultation aimed at exploring the feasibility of onscreen assessments. This initiative comes in response to feedback from students who report experiencing writing fatigue during traditional exams.
Consultation and Proposed Changes
Under the proposed changes, each of the four main examination boards will be tasked with developing two new onscreen exam specifications. These will focus on subjects with fewer than 100,000 entries, which means that popular subjects like GCSE Maths would not qualify, while languages such as GCSE German could be included. The consultation period will run until March 5, 2024, with the potential for new specifications to be introduced in schools three years prior to the first examinations.
Concerns have emerged regarding equitable access to technology, cybersecurity, and the potential for technical failures during exams. Additionally, practical considerations such as the need for larger desks to accommodate computers have been raised. In a bid to maintain fairness, Ofqual has stated that students will not be permitted to use personal devices for their assessments, and schools will have the option to choose between onscreen and traditional paper versions.
Regulatory Perspective and Educational Impact
Sir Ian Bauckham, the Chief Regulator at Ofqual, emphasized that the organization is not overly enthusiastic about a swift transition to online assessments. He reassured stakeholders that traditional pen-and-paper examinations will remain a key feature of England’s assessment landscape. Bauckham stated, “We must maintain the standards and fairness that define England’s qualifications system.” He added that any introduction of onscreen exams must be meticulously managed to safeguard the interests of all students.
Educators have voiced concerns about students’ diminishing handwriting skills, citing that many pupils who primarily use keyboards have lost stamina for writing by hand. Bauckham noted, “You do hear people say: ‘I don’t handwrite very much so my handwriting is poor’ or ‘My hand muscles are not strong enough.’” Conversely, some argue that handwriting plays a crucial role in cognitive development, which may not be replicated through onscreen typing.
Research from University College London has indicated that students using keyboards in exams tend to achieve better results. The study assessed state school pupils, comparing their performances in written essays produced by hand versus those created using word processors. Notably, all students, including those with learning difficulties, demonstrated significant improvements when utilizing keyboard technology under exam conditions.
Currently, only a small fraction of GCSE and A-level assessments in England are conducted onscreen, primarily in computer science. Schools may allow the use of keyboards during exams as reasonable adjustments for students with identified challenges. Bauckham highlighted that student preferences are divided evenly, with some favoring onscreen assessments for their perceived ease, while others prefer the traditional format for its reliability and seriousness.
Potential Benefits and Challenges
The Education Secretary, Bridget Phillipson, acknowledged the growing interest in onscreen examinations, suggesting that aligning assessments with an increasingly digital world could offer valuable advantages, particularly for students with special educational needs and disabilities. She stressed that any transition must be gradual, controlled, and equitable.
Steve Rollett, deputy chief executive at the Confederation of School Trusts, asserted the importance of introducing technological changes carefully. He stated that while school trusts recognize the potential benefits of technology in assessment, precautions must be taken to ensure proper safeguards are in place.
Myles McGinley, managing director of the Cambridge OCR exam board, which is exploring onscreen assessments, indicated that schools will require substantial support to address the existing digital divide. He called for enhanced collaboration among stakeholders, emphasizing the need for government backing and regulatory guidance to equip students for success in a rapidly evolving educational landscape.
The outcome of the public consultation will play a critical role in shaping the future of examinations in England, with the possibility of significant changes on the horizon for students and educators alike.
