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AQA researchers collected feedback during April–May 2022 through surveys and focus groups with Year 10 learners in GCSE English Language, Mathematics, and Sciences OSA pilots. Findings cover preparation, fairness, functionality, and infrastructure, highlighting required support, potential benefits, and barriers such as device access, digital familiarity, teaching impact, and school readiness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/on-screen-assessment-challenges-and-opportunities-research-findings/620875/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/on-screen-assessment-challenges-and-opportunities-research-findings/620875.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research method was used to gather feedback on on-screen assessment (OSA)?","Question",{"text":112,"@type":113},"AQA researchers used surveys and focus groups with students and teachers during April and May 2022 to evaluate OSA pilots.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which areas did the research identify as key themes for OSA?",{"text":117,"@type":113},"The study highlighted four themes: preparation, fairness, functionality, and infrastructure.",{"name":119,"@type":110,"acceptedAnswer":120},"What fairness and infrastructure concerns were raised for digital examinations?",{"text":121,"@type":113},"Concerns include widening social divides related to internet access and technology familiarity, potential disadvantage for the first digital exam cohort, and insufficient school infrastructure without additional government funding and intervention.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},620875,1792897198,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","On-screen assessment: what are the challengesand opportunities?  \nThe rise in online teaching and learning during the Covid-19 pandemic has accelerated demand for reliable digital assessment.  \nOur research is exploring implications for high-stakes exams, gathering views and perspectives from students and teachers to help shape the future of on-screen assessment (OSA) .  \nExploring experiences and gathering feedback  \nDuring April and May 2022, AQA researchers gathered detailed feedback through surveys and focus groups with students and teachers participating in OSA pilots. These pilots involved Year 10 students (aged 14–15 years) taking assessments in GCSE English Language, GCSE Mathematics and GCSE Sciences.  \nOur sampling approach aimed to ensure the findings were as representative as possible. Schools were grouped into strata (1–5) from lowest to highest achieving and mapped to ensure geographical distribution. We also asked teachers to select students from a range of backgrounds.  \nAs part of our research study, we held post-test focus groups with students and teachers to gain insight into:  \n• students’ perspectives on taking an OSA  \n• teachers’ perspectives about the experience of delivering OSAs.  \nFour key themes arising from this research were:  \n• preparation  \n• fairness  \n• functionality  \n• infrastructure.  \n@AQA_Research [aqa.org. uk/about-us/our-research](aqa.org. uk/about-us/our-research)[ ](aqa.org. uk/about-us/our-research)[research@aqa.org. uk](research@aqa.org. uk)  \nPreparation  \nChallenges/support required  \n• Students need time and practice to become confident digital users.  \n• Teachers need targeted support and guidance.  \nOpportunities/benefits  \n• Students and teachers are keen to be active participants alongside awarding bodies during the transition to OSA.  \n• Students found OSA, and typing in particular, more relevant than paper-based assessment.  \nFunctionality  \nChallenges/support required  \n• Questions about whether new functionality in OSA could alter the nature of teaching and learning, for better or for worse.  \n• Awarding organisations need to develop new methods of assessment design for digital purposes.  \n• Specific challenges with transitioning maths from paper to digital.  \nOpportunities/benefits  \n• In English, the ability to highlight and annotate texts while responding to questions.  \n• In science, the potential for OSAto produce more engaging and interactive item types.  \n• Students no longer need to worry about losing marks due to illegible handwriting.  \nFairness  \nChallenges/support required  \n• OSA may exacerbate existing social divides (eg in terms of internet access, familiarity with technology, device use) .  \n• Concerns exist around whether the first cohort sitting digital exams will be disadvantaged.  \nOpportunities/benefits  \n• Students and teachers are excited to see how innovation could bring more interactive and accurate assessment of knowledge and skills.  \nInfrastructure  \nChallenges/support required  \n• School infrastructure is not currently suitable for high-stakes OSA, especially in schools with lower overall levels of technological resources.  \n• Government intervention and funding are needed to create a level playing field for all schools.  \nOpportunities/benefits  \n• England can learn from approaches taken by other countries1 to continuously improve digital access; for example, through collaborating with policymakers, schools, academicsand other stakeholders.  \n1 Drawing particularly on experiences from Finland, New Zealand, Israel, Wales and Australia, as advanced OSA users.  \nWhile our findings highlight challenges to the implementation of large-scale OSA, there is the possibility to address these with the right support and investment. Our research in this area will continue, with a particular focus on perceptions of fairness across stakeholders.  \nCopyright © 2022 AQA and its licensors. All rights reserved. G02516-02g","cbCaicYakQ1b3fvs","https://ap.wps.com/l/cbCaicYakQ1b3fvs","pdf",244413,"English","# On-screen assessment: challenges and opportunities\n## Research approach and participant feedback\n## Key themes: preparation\n## Key themes: functionality\n## Key themes: fairness\n## Key themes: infrastructure\n## Implications for large-scale implementation","[{\"question\":\"What research method was used to gather feedback on on-screen assessment (OSA)?\",\"answer\":\"AQA researchers used surveys and focus groups with students and teachers during April and May 2022 to evaluate OSA pilots.\"},{\"question\":\"Which areas did the research identify as key themes for OSA?\",\"answer\":\"The study highlighted four themes: preparation, fairness, functionality, and infrastructure.\"},{\"question\":\"What fairness and infrastructure concerns were raised for digital examinations?\",\"answer\":\"Concerns include widening social divides related to internet access and technology familiarity, potential disadvantage for the first digital exam cohort, and insufficient school infrastructure without additional government funding and intervention.\"}]","On-screen assessment - challenges and opportunities - research findings | PDF",1792464706]