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.
Read the full consultation and share your views here.
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