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It also identifies barriers including insufficient digital skills in the curriculum and systemic issues in technology infrastructure and classroom practice. Recommendations outline actions for government and awarding bodies and Pearson’s next steps.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/onscreen-assessment-spotlight-paper-executive-summary-recommendations/624379/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/onscreen-assessment-spotlight-paper-executive-summary-recommendations/624379.png","ImageObject",300,407,{"name":42,"@type":43},"acoobca","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the purpose of the Onscreen Assessment Spotlight Paper?","Question",{"text":62,"@type":63},"To present findings and stakeholder views that advance the debate and steady implementation of onscreen assessment.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What benefits does the report associate with onscreen assessment?",{"text":67,"@type":63},"Improved authenticity and validity for assessment, reduced teacher workload and administrative burden, and richer data insights into student progression.",{"name":69,"@type":60,"acceptedAnswer":70},"What key barriers are identified to wider adoption of onscreen assessment?",{"text":71,"@type":63},"Insufficient digital skills provided by the curriculum for many learners and systemic barriers linked to technological infrastructure and standard classroom practice.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},624379,1792894957,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Latest developments, findings, and recommendations  \nEXPLORE   \n4. Roundtable findings  \n6. Recommendations  \n3. Onscreen Assessment in Action  \n7. Pearson next steps  \n5. Polling  \n2. Executive Summary  \n8. Acknowledgements & Methodology  \n1. Introduction  \nPAGE 2  \n1. Introduction  \nExpectations are changing across the UK’s increasingly digital education system, and the assessment system should reflect this. As demonstrated by our first Onscreen Assessment Spotlight Paper, published in May 2022, there is a real appetite from teachers and learners to adopt onscreen assessment over the coming years. To paraphrase the Chair of Ofqual, the greater use of technology in GCSEs and A levels is quickly “coming down the track.”  \nOnscreen Assessment is an exciting proposition. Students stand to gain from improved authenticity and validity of assessment, not to mention better preparation for the highly digital world we live in. Meanwhile, teachers could see a reduction in workload and administrative burden and would benefit from richer data insights into student progression.  \nPearson continues to lead the way when it comes to onscreen assessment. In summer 2022, we successfully piloted live, onscreen, high stakes assessment in schools across the globe – and also delivered Pearson Edexcel GCSE (9-1) Computer Science online to thousands of students in England. From these experiences, we now have unique new insights about the opportunities and challenges that the sector collectively faces.  \nThis paper seeks to articulate our findings – along with views from teachers, students, and education experts – in order to progress the ongoing debate around, and steady implementation of, onscreen assessment. The enclosed student testimonials are particularly powerful, along with opinion polling of over 7,000 teachers.  \nIt is clear that revolution will not (and should not) happen overnight. The pace of change will be different for different qualifications, and we need to build a sustainable roadmap that takes incremental steps towards amore digital future. This will include real consideration of technological infrastructure, better of embedding digital skills into classroom learning and, ultimately, a willingness to move away from some of the conventionsand constraints of traditional examinations.  \nAt its most ambitious, onscreen assessment can facilitate a far more modern, flexible, and inclusive examination model for young people. This is not about change for change’s sake. It is what students are telling us they want. And it is about a real shift to new assessment methodologies that make the most of technology, enhance the curriculum, and better engage students, whilst equipping them for the future.  \nExecutive Summary  \nThis report draws on Pearson’s experiences in delivering onscreen assessment over summer 2022, direct reflections from teachers and students who participated in these pioneering studies, an expert roundtable, and extensive teacher opinion polling on student preparedness. We found that:  \n• Our successful delivery of high stakes onscreen assessment pilots for International GCSEs, as well as the onscreen element of Pearson Edexcel GCSE (9-1) Computer Science in England, shows what can be achieved.  \n• There is a clear appetite from students and teachers to move towards onscreen assessment – especially amongst those with direct experience of this format.  \n• However, over half of secondary teachers feel the curriculum does not provide learners with the necessary digital skills to take onscreen exams.  \n• There are also systemic barriers rooted in both technological infrastructure and standard classroom practice that need to be brought up-to-date to allow onscreen assessment to proliferate.  \n59%  \nof secondary teachers expect increased use of onscreen assessment 2  \nRecommendations:  \nTo continue making steady progress on onscreen assessment, we recommend that Government, working with awarding bodies:  \n• Undertakes a comprehensi","cbCaieFeZXlbC9uB","https://ap.wps.com/l/cbCaieFeZXlbC9uB","pdf",2351273,16,"English","# Introduction\n# Executive Summary\n# Onscreen Assessment in Action\n## Pearson Edexcel International GCSE (9–1) English Language\n# Roundtable findings\n# Polling\n# Recommendations\n# Pearson next steps\n# Acknowledgements & Methodology","[{\"question\":\"What is the purpose of the Onscreen Assessment Spotlight Paper?\",\"answer\":\"To present findings and stakeholder views that advance the debate and steady implementation of onscreen assessment.\"},{\"question\":\"What benefits does the report associate with onscreen assessment?\",\"answer\":\"Improved authenticity and validity for assessment, reduced teacher workload and administrative burden, and richer data insights into student progression.\"},{\"question\":\"What key barriers are identified to wider adoption of onscreen assessment?\",\"answer\":\"Insufficient digital skills provided by the curriculum for many learners and systemic barriers linked to technological infrastructure and standard classroom practice.\"}]","Onscreen Assessment Spotlight Paper - Executive Summary - Recommendations | PDF",1792473506]