On-screen assessment research study
Source: gov.uk (2025-12-11)

Opportunities, benefits, risks and challenges of on-screen assessments in England.

The introduction of on-screen assessment (OSA) for high-stakes qualifications in England, such as general qualifications (GCSEs, AS and A levels), has long been discussed, reflecting the growing adoption of digital assessment in professional and vocational contexts. While some awarding organisations (AOs) have implemented OSA for a limited range of high-stakes qualifications, there is some interest in exploring the potential for broader adoption. However, this is accompanied by significant variability in readiness and approach across the sector, and a recognition of the substantial challenges and risks involved.

This report summarises research commissioned by Ofqual and the Department for Education (DfE) and delivered by PA Consulting, conducted between September 2023 and April 2024. The study explores the opportunities, benefits, risks, and challenges of delivering OSA in England’s high-stakes assessment system, aiming to build a robust evidence base to inform future policy and practice. This work builds on Ofqual’s earlier study, Barriers to Online and On-Screen Assessment (https://assets.publishing.service.gov.uk/media/5fd361b7e90e0766326f7f6e/Barriers_to_online_111220.pdf) (Ofqual, 2020), which examined the barriers to OSA adoption in England.

This research focuses on the implications of wide-scale adoption of on-screen assessments. The research drew on a wide range of evidence, including international comparisons, analysis of the implications for schools, colleges and awarding organisations, primary research with students and other stakeholders, and a thorough assessment of the risks and potential mitigations associated with OSA deployment.

Key findings include both opportunities and challenges:
- Potential benefits exist, but evidence is limited. Early feedback from countries that have adopted OSA is generally positive, suggesting improvements in assessment validity, accessibility (particularly for some students with special educational needs and disabilities (SEND), efficiency, security, and digital skills development. However, formal evaluation evidence remains limited, and the realisation of these benefits will depend on the approach to deployment and careful management of associated risks and challenges.
- On-screen assessments introduce new and heightened risks. Delivering OSA across a diverse digital landscape, where schools and colleges use a wide variety of IT systems, raises challenges around interoperability, broadband reliability, cyber security, and data management. There are also risks of “mode effects” (differences in outcomes due to assessment format) that would require careful management to maintain confidence in results.
- Readiness to deliver OSA is highly variable. Only a minority of schools and colleges are currently able to deploy OSA at scale. Many lack the necessary IT infrastructure (such as sufficient ‘OSA-ready’ devices) and resource capacity, including technical support and staff training, to support widespread adoption.
- Student impacts may be significant, depending on the scale and pace of OSA deployment. The research highlights concerns about fairness, digital divide, wellbeing, and accessibility, with students, parents, and teachers emphasising the need for careful planning, investment, and ongoing engagement to ensure positive outcomes.
- Digital practices and student skills are inconsistent. The use of digital technologies in teaching and learning varies widely, posing challenges for fairness. Despite perceptions of a ‘tech generation’, many students lack the digital skills and confidence needed for digital assessments. Significant OSA use would require further development of students’ digital skills and likely an expansion of digital teaching, particularly in settings where current usage is low. However, this could come at the expense of other important learning activities, such as handwriting.
- England’s multi-provider assessment market adds complexity. Unlike some international comparators, England’s qualifications system involves multiple awarding organisations, making co-ordinated change more challenging. There is already variation in how and when awarding organisations would like to introduce OSA, and further divergence is likely.
Ofqual has also carried out complementary research (https://www.gov.uk/government/collections/research-on-on-screen-assessment), published alongside this commissioned study.

This work has made a significant contribution to informing Ofqual’s regulatory approach to on-screen assessment, as well as informing the DfE’s policy development in this area.

Authors
- The summary report was written by Jo Handford, Ofqual
With thanks to

Yasmine El Masri and Frances Wilson (Ofqual)

Amina Bibi, Adam Cunnane, Cyan Koay, Oliver Longworth (Department for Education)

Awarding organisations, students, parents, school and college leaders, teachers and other subject matter experts who participated in the research.

How to cite this article

Handford, J. (2026). On-Screen Assessment Research Study: Opportunities, benefits, risks and challenges of on-screen assessments in England. (Ofqual/25/7281). Ofqual. Retrieved from: https://www.gov.uk/government/publications/on-screen-assessment-research-study