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AQA supports phased rollout, recommends revised specification and subject limits, and calls for clear guidance on thresholds, exemptions, separate specifications, platforms, accessibility familiarisation, and device/security 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independent education charity, providing high quality assessments that are fair, reliable and support students in their educational journey. Today, we're the largest provider of academic qualifications taught in schools and colleges. We set and mark the papers for over half of all GCSEs and Alevels taken every year. But exams are only part of the story – we also make sure the content of our qualifications support great teaching.  \nOur qualifications are designed to suit a range of abilities and include GCSEs, AS and A-levels, the Extended Project Qualification and Technical Awards. Our qualifications are internationally recognised and taught in more than 40 countries around the world and they're highly valued by employers and universities.  \nAQA welcomes the opportunity to respond to Ofqual’s consultation on on-screen assessment (OSA), not least because it’s an area in which we have given a great amount of thought to for some years now but because we believe it presents the opportunity to advance and improve our education system for the better.  \nWe are clear in our response that OSA:  \n• can be introduced in a way that helps with inclusion for students with SEND;  \n• reduces existing security threats in the paper-based system;  \n• creates environmental benefits;  \n• and will support with faster marking and earlier results.  \nWith 120 years of assessment expertise, and with existing experience of delivering digital assessment in Wales, AQA is confident that the proposals outlined in our response suggest ways in which OSA can be introduced in a way which maintains momentum and progresses this vital step forward in the examination system.  \nSummarising our response:  \nGuiding principles: It is right to consider which subjects are best suited to OSA, and equally important to retain pen and paper for the foreseeable future. OSA should be introduced where it improves validity, accessibility and the student experience. Our Student Advisory Group and wider stakeholder engagement confirm strong support for a phased, evolutionary rollout. There is a risk however that if piloted too rigidly, the innovation of those awarding organisations that have the expertise and operational capacity to deliver high‑quality OSA specifications will be stifled and the benefits unrealised.  \nSpecification limits: AQA supports a steadily paced introduction of OSA but believes the proposed blanket limit of two specifications per awarding organisation is unduly limiting and counterproductive. It risks stifling innovation, weakening the evidence base and signalling unnecessary anxiety about digital exams. All awarding organisations should be permitted to offer OSA versions of regulated qualifications  \n(subject to accreditation), where existing OSA provision has been approved by Ofqual. This would allow boards with the capacity and expertise to progress at an appropriate pace. As the largest exam board, with 57% of national entries, AQA is operationally positioned to deliver more than half of the OSA specifications when accredited. Rational caution is wise; excessive caution will restrain momentum and may provoke public concern rather than allay it.  \nSubject restrictions: AQA agrees some subjects should be restricted but recommends lowering the cohort threshold from 100,000 to 50,000 entries. Launching on-screen assessments with small-cohort subjects and across a range of assessment methods would allow centres and students to become familiar and improve their confidence with systems in an evolutionary way. Ofqual should also clarify how exemptions interact with the cap and how thresholds will be reviewed over time.  \nSeparate specifications: AQA supports requiring OSA to be delivered through separate specifications. Mixed‑mode options within a single specification would create comparability challenges. However, Ofqual should allow limited use of anchor items for research","cbCaihBzSMgvIgyi","https://ap.wps.com/l/cbCaihBzSMgvIgyi","pdf",252486,15,"English","# Executive summary\n## Guiding principles\n## Specification limits\n## Subject restrictions\n## Separate specifications\n## Platforms\n## Devices and security\n## Delivery\n## Vocational and technical qualifications","[{\"question\":\"What main benefits does AQA expect from on-screen assessment (OSA)?\",\"answer\":\"AQA expects OSA to support inclusion, reduce paper-based security threats, deliver environmental benefits, and enable faster marking with earlier results.\"},{\"question\":\"How does AQA suggest introducing OSA while avoiding constraints?\",\"answer\":\"AQA supports a steadily paced, phased rollout and warns that a blanket limit of two specifications per awarding organisation could stifle innovation and weaken the evidence base.\"},{\"question\":\"What delivery and security measures does AQA recommend for early rollouts?\",\"answer\":\"AQA supports prohibiting student-owned devices initially to protect integrity and reduce malpractice risk, while allowing exceptions for specialist accessibility needs and using dual-use devices aligned with normal working.\"}]","Regulating on-screen assessment - Consultation response | PDF",1792463836,38]