Will Ofqual’s plan for on-screen GCSEs protect exam standards or increase inequality?

The Office of Qualifications and Examinations Regulation (Ofqual) has launched a national consultation on regulating the use of on-screen assessments in GCSEs, AS and A levels, signaling a cautious but deliberate move toward digital reform in England’s examination system. The 12-week consultation period opened on 11 December 2025 and invites responses from school leaders, educators, parents and students, as well as broader stakeholders across the education sector.

The consultation, titled Regulating on-screen assessments, aims to shape the framework for how digital exams could be introduced while protecting the integrity, standards and fairness that define England’s high-stakes qualifications. It draws from joint research carried out by the Office of Qualifications and Examinations Regulation and the Department for Education, which examined both the advantages and risks of digitising assessment for students at a national level.

As the independent regulator for qualifications in England, the Office of Qualifications and Examinations Regulation plays a central role in balancing innovation with equity. According to Chief Regulator Sir Ian Bauckham, the move toward digital assessment must be governed by strict oversight. He stated that the process of introducing on-screen exams needs to be “carefully managed to protect all students’ interests,” adding that the current proposals offer a framework that enables progress while enforcing clear boundaries and safeguards.

How will digital GCSEs and A levels be introduced and what are the current limits?

The consultation outlines a tightly regulated rollout. Under the proposals, each of the four accredited exam boards that offer GCSEs, AS and A levels in England would be permitted to pilot up to two new on-screen specifications, subject to formal accreditation by the Office of Qualifications and Examinations Regulation. Crucially, the most popular subjects in England—those with more than 100,000 entries annually—would not be eligible for digital delivery in the first phase. This initial restriction applies to high-enrolment areas such as English language, mathematics and the sciences, where implementation risks are highest and stakes are arguably most sensitive.

The framework also addresses device integrity and security. Students would not be allowed to sit exams on their own personal devices. Instead, schools and colleges must provide approved infrastructure that meets regulatory standards. This hardware separation is designed to mitigate digital inequality, reduce the risk of tampering or data breaches, and preserve exam-day fairness.

Perhaps most significantly, the proposals call for a structural split between paper-based and on-screen versions of the same qualification. Each version would feature different questions and be accredited separately. This reflects the regulator’s intent to ensure clear standards and to avoid any possibility of grade inflation or perception bias between digital and traditional formats. The move also reinforces transparency by treating each mode of delivery as a distinct assessment pathway rather than interchangeable formats.

Why school leaders believe the phased model could support both equity and innovation

Reactions from senior education figures indicate broad approval for the phased and tightly regulated model. Steve Rollett, Deputy Chief Executive at the Confederation of School Trusts, said that the proposed framework strikes “the right balance between innovation and protecting standards.” He acknowledged the promise of digital assessment but underlined the importance of “proper safeguards” to protect schools and learners. Rollett urged member institutions to take part in the consultation and to share their frontline insights on how the rollout could work in practice.

Pepe Di’Iasio, General Secretary of the Association of School and College Leaders, said the organisation was “pleased” to see the Office of Qualifications and Examinations Regulation actively exploring on-screen assessments. Di’Iasio pointed out that digital delivery offers several potential benefits, including accessibility and engagement, but warned that practical concerns need to be fully addressed through deliberate planning. He welcomed the consultation as “an important step forward” and called on schools and educators to contribute their perspectives.

From a government standpoint, Education Secretary Bridget Phillipson framed digital reform as part of a broader modernisation mission. She said that “technology is at the forefront of this government’s mission to spread opportunity” and that integrating digital tools into assessment could deliver new value, particularly for children with special educational needs and disabilities. However, she emphasised the importance of implementing any changes in a way that is “phased, controlled and above all, fair.”

What does the Ofqual–Department for Education research say about the risks and rewards of digital exams?

The consultation is anchored in a body of research jointly commissioned by the Office of Qualifications and Examinations Regulation and the Department for Education. The study examined the operational, pedagogical and technological implications of moving high-stakes exams from paper to screen.

Among the advantages identified are streamlined logistics for schools, reduced use of paper and printing, faster marking timelines, and the opportunity to integrate adaptive or interactive questions that would not be feasible in traditional exam formats. The research also found that students with special educational needs may benefit from features such as adjustable font sizes, integrated audio prompts or screen readers, which can make exams more accessible.

However, the study also highlighted serious challenges. These include digital inequity between well-resourced and underfunded schools, the complexity of ensuring secure digital delivery at scale, and the difficulty of maintaining consistency in standards across different exam formats. Concerns around exam stress were also raised, with questions about whether unfamiliar digital interfaces might impact performance, particularly for students less confident with technology.

To address these issues, the Office of Qualifications and Examinations Regulation proposes strict hardware controls, separate accreditation for digital and paper exams, and an initial exclusion of high-volume subjects.

How could this consultation influence the future of vocational qualifications and digital assessment more broadly?

While the consultation focuses primarily on academic qualifications, it also invites input on how these principles might apply to vocational and technical qualifications. In vocational areas, on-screen assessment is already more common, particularly in fields that require digital proficiency as part of job readiness. The Office of Qualifications and Examinations Regulation appears to be using this consultation to test whether the regulatory guardrails proposed for GCSEs and A levels could also be extended or adapted to fit vocational exam models.

This signals a broader ambition to develop a unified digital assessment framework across academic and technical pathways. If successful, it could serve as a blueprint for how digital examinations are implemented across England’s qualifications landscape in the years ahead.

Education commentators have noted that a scalable and secure on-screen assessment model could accelerate future shifts in exam design, including greater use of real-time data, dynamic content generation and AI-assisted grading. However, they warn that without significant investment in infrastructure and teacher training, such transitions could worsen existing gaps in opportunity and attainment.

What are the next steps and how can stakeholders influence the regulatory direction?

The consultation is open until 5 March 2026 and will be hosted on the GOV.UK platform. Stakeholders can submit responses online or via email to the consultation team at the Office of Qualifications and Examinations Regulation.

Once the consultation closes, the regulator will review submissions and publish a summary of findings alongside a formal decision on next steps. These are expected later in 2026 and will define the framework under which exam boards can move forward with digital delivery.

Should the framework be adopted, schools will need to prepare for complex operational changes, including investment in digital exam software, secure testing infrastructure and training protocols. Boards will also face increased demand to design digital-first question formats and assessment rubrics that align with regulatory expectations.

Analysts suggest that schools should start preparing for hybrid assessment models, where both digital and paper-based qualifications coexist. This hybrid future will require flexibility and foresight, particularly in terms of ensuring continuity across formats and managing logistical complexity.

With digital transformation becoming a pillar of education strategy, how England handles this shift in high-stakes assessments could set the tone for future innovation in curriculum delivery, assessment reliability and student outcomes.

What are the key takeaways from Ofqual’s on-screen exams consultation?

• The Office of Qualifications and Examinations Regulation has opened a 12-week public consultation on regulating digital assessments for GCSEs, AS and A levels in England.

• The proposals aim to balance innovation with fairness and include strict limitations to protect exam standards and integrity.

• Only subjects with fewer than 100,000 entries per year will be eligible for on-screen delivery during the initial phase.

• Each exam board may introduce up to two new on-screen specifications, pending formal accreditation by the Office of Qualifications and Examinations Regulation.

• On-screen and paper-based versions will be treated as separate qualifications, each with distinct content and assessment protocols.

• Students will not be allowed to use personal devices during digital exams; all testing must occur on approved, secure systems provided by institutions.

• Education stakeholders, including the Confederation of School Trusts and the Association of School and College Leaders, have expressed support for the regulator’s cautious, phased approach.

• The consultation also invites feedback on applying the same principles to vocational and technical qualifications, where digital formats are more established.

• The process will remain open until 5 March 2026, with results expected later that year to shape future digital rollout strategies.

• Analysts say the framework could pave the way for a hybrid model of paper and digital exams if executed with proper infrastructure, security, and training.