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It summarizes teachers’ perceived positives such as accessibility, efficient marking, and authenticity, alongside considerations including equipment reliability, time to familiarise, and digitising past papers.",{"@graph":14,"@context":73},[15,34,56],{"@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/pathways-to-digital-exams-how-teachers-and-students-are-helping-us-shape-the-future-digital-assessment/620845/",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/pathways-to-digital-exams-how-teachers-and-students-are-helping-us-shape-the-future-digital-assessment/620845.png","ImageObject",300,407,{"name":42,"@type":43},"Alex Sinclair","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of exploring a move toward digital exams?","Question",{"text":63,"@type":64},"To open opportunities for innovative assessment and to understand the implications for schools and teaching practice, using teachers’ and students’ views and experiences to shape AQA’s approach.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did student experiences differ between GCSE Polish and GCSE Italian?",{"text":68,"@type":64},"Polish participants often attended additional Polish classes or private Saturday schools and used Polish at home and in daily life, while Italian participants were taught in mainstream school and tended to rely on apps and academic resources outside the classroom.",{"name":70,"@type":61,"acceptedAnswer":71},"What positives and concerns did teachers raise about digital exams?",{"text":72,"@type":64},"Positives included improved accessibility, more efficient marking, and increased engagement through classroom technology; concerns included impact on teaching and outcomes, equipment reliability and security, the need for digitised past papers, and the ability to type Polish letters and accents.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},620845,1792464677,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"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":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"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":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":80,"read_time":123},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Pathways to  \ndigital exams – how teachers and students are helping us shape the future  \nA move towards digital exams would open up many opportunities for innovative approaches to assessment. At AQA, we’reworking along the lines of ‘evolution’rather than ‘revolution’ when it comes to making any changes.  \nWe know that we need to understand the implications of this development for schools and for teaching practice. We’ve therefore been gathering the views and experiences of teachers and students to inform our approach.  \nThe reading and listening components of GCSE Italian and GCSE Polish may be among the first AQA high-stakes digital assessments. In preparation for these, we sought to gain insights into:  \n• current teaching and learning practices for these two subjects  \n• how teachers and students engage with digital technologies in these languages in and outside the classroom  \n• the technological infrastructure available for delivering digital exams and the support and additional resources centres would require.  \nDifferences in student experiences  \nGCSE Polish participants:  \n• attended either private Saturday schools or additional Polish classes offered by their school  \n• often had at least one Polish-speaking caregiver  \n• used the language at home and in daily life.  \nGCSE Italian participants:  \n• were all being taught the subject in mainstream school*  \n• were less likely to have an Italian-speaking caregiver  \n• tended to rely on apps and academic resources to practise the language outside the classroom.  \n* Students who enter as private candidates may have different experiences to those reported here  \nUse of technology in classroom  \nOur lesson observations and teacher focus groups revealed a lack of access to digital devices and networks in Polish Saturday schools, which created challenges for embedding technology in the classroom. However, Polish students reported regularly using digital devices in Polish at home. While some technology was present in Italian classrooms, digital resources were not integral to teaching and learning.  \nAlthough teachers were less likely to use technology in the main body of the lesson, they did use it for shorter activities such as starter and plenary activities, homework, and games and quizzes. For both subjects, PowerPoint slides and projectors were the main resources used. This finding was reflected in the survey with heads of MFL – the graph below provides a snapshot of digital device use in the classroom.  \nWhat types of classroom activities do you use digital devices for?  \nPercentage of responses (%)  \n25  \n20  \n15  \n10  \n5  \n0  \nTo facilitate  \ngroup  \ndiscussions and collaborative work  \nTo display multimedia content (eg videos, audio)  \nFor interactive activities such as quizzes  \nTo access and share online teaching resources with students  \nFor  \npresentationsand slideshows  \nMixture of the above  \nOthers (eg Listening files)  \nNone of the above  \nTotal response for this question: 26 for GCSE Polish and 25 for GCSE Italian.  \nRespondents could select more than one type of software to reflect what they use in the classroom.  \n2 © 2024 AQA  \nTeachers’ views on a move to digital  \nPositives  \n• Potential benefits of improved accessibility features  \n• More efficient marking and possibility for digital mock exam data to be used to target teaching and exam preparation  \n• Typed responses would eliminate the issue of poor handwriting  \n• Access to digital resources would enable teachers to use more authentic texts and materials with students  \n• Using technology in the classroom can increase student engagement and help to change the pace of lessons  \n• Digital exams seem to be a natural next step for assessment  \n“Instead of just basically reading and talking we can also see things, see Poland, see interaction of Polish people on various occasions .”  \nTeacher, Polish  \nConsiderations  \n• Impact of digital exams on teaching and student outcomes – students would need enough t","cbCaikiWv9RnQUEt","https://ap.wps.com/l/cbCaikiWv9RnQUEt","pdf",1084998,"English","# Differences in student experiences\n## Use of technology in classroom\n# Teachers’ views on a move to digital\n## Positives\n## Considerations\n# How can we help schools and teachers prepare for digital exams?","[{\"question\":\"What is the purpose of exploring a move toward digital exams?\",\"answer\":\"To open opportunities for innovative assessment and to understand the implications for schools and teaching practice, using teachers’ and students’ views and experiences to shape AQA’s approach.\"},{\"question\":\"How did student experiences differ between GCSE Polish and GCSE Italian?\",\"answer\":\"Polish participants often attended additional Polish classes or private Saturday schools and used Polish at home and in daily life, while Italian participants were taught in mainstream school and tended to rely on apps and academic resources outside the classroom.\"},{\"question\":\"What positives and concerns did teachers raise about digital exams?\",\"answer\":\"Positives included improved accessibility, more efficient marking, and increased engagement through classroom technology; concerns included impact on teaching and outcomes, equipment reliability and security, the need for digitised past papers, and the ability to type Polish letters and accents.\"}]","Pathways to digital exams - how teachers and students are helping us shape the future - digital assessment | PDF"]