The e-Assessment Association responds to the UK Government’s Curriculum and Assessment Review: Digital assessment is not experimental, it is essential

The e-Assessment Association (eAA) has today responded to the publication of the UK Government’s Curriculum and Assessment Review Final Report, expressing disappointment at the continued lack of urgency around digital assessment reform in England’s education system.

While the eAA welcomes the report’s recognition of the potential benefits of on-screen assessment, its recommendation that the Department for Education and Ofqual should ‘continue to explore potential for innovation in on-screen assessment’ represents a missed opportunity to modernise the UK’s assessment system.

Patrick Coates, CEO of the e-Assessment Association, said: “This review was commissioned in July 2024. Over a year later, we’re still talking about the ‘potential for innovation’ rather than committing to real implementation. Every year we delay, our assessment system falls further behind what is already proven and possible elsewhere. Digital assessment is not experimental – it’s a trusted, scalable and fairer way to assess learners. Countries such as New Zealand have a digital first approach to assessment and have been offering students the opportunity to take national exams online since 2015. Where the transition to digital assessment takes place this is linked to improved candidate experience and satisfaction.”

Moving beyond the status quo

At the eAA we believe that continuing with handwritten exams is not tradition. It is neglect.

As the professional body spanning both education and employment sectors, the eAA advocates for assessment that is fair, accessible and relevant to learners’ futures. Digital approaches, when properly implemented, reduce burden without compromising quality, while better reflecting the real-world skills that young people need. In the workplace, assessment is becoming more flexible, embedded, and skills-focused. Education should be learning from that shift, not lagging behind it.

In almost every modern workplace, digital tools are the norm. Yet in our schools and exam halls, handwritten responses remain the default. This disconnect makes exams less relevant, less inclusive, and less able to capture the range of skills learners will need in life beyond education.

Fairness and accessibility for every learner

The report recognises that the current system does not work well for all students. Digital assessment has the power to make education fairer and more inclusive. By design, it can integrate accessibility features ensuring that learners with special educational needs and disabilities (SEND) can access the same assessments as their peers without needing separate arrangements. It also allows questions to be personalised to a learner’s pace and ability, providing a more accurate measure of what they know and can do. The result is a system that levels the playing field, removes unnecessary barriers and reflects the principle that fairness in assessment begins with accessibility by default, not exception.

A hybrid future – combining technology and human expertise

Human expertise in marking is invaluable, but the current system is stretched to breaking point. Every year, exam boards struggle to recruit and retain markers and, despite standardisation, inconsistencies remain.

Digital platforms can address these issues by automating routine marking, flagging anomalies and generating enhanced reporting and real-time feedback for learners. Human oversight ensures a focus on interpretation, creativity and nuance. Done well, AI and human judgement together create a system that is both smarter and more just. Our current work demonstrates that AI is effective and accurate when used for essay marking as well as simpler questions.

The opportunities we must seize

The eAA welcomes the report’s proposal for diagnostic assessment in Year 8 Maths and English to identify learning needs before Key Stage 4, as well as the recommendation for new Level 1 stepped qualifications in post-16 Maths and English to support learners’ progression. Both offer a significant opportunity to introduce and embed digital assessment to improve outcomes and reduce barriers for learners retaking core subjects.

The eAA’s call for action

Digital assessment is already proven. It can enhance equity, reduce burdens on students and teachers and ensure that qualifications remain relevant to the skills employers value. The e-Assessment Association urges the Government to move beyond pilots and discussion and commit to a clear implementation roadmap for digital assessment across secondary education.

The question is no longer if we adopt digital assessment but when we have the courage to embrace it.