The global pandemic accelerated innovation in many areas of education – and increased further the ambition for the use of technology in high stakes teaching assessment in our schools.
At Pearson, as we continue to develop the technology and capabilities for onscreen assessment, we have also taken the opportunity to explore some of the big questions ahead for the sector: how do we facilitate change? What are the big opportunities? And what are the barriers?
Our Spotlight on Onscreen Assessment paper considers these questions by drawing upon desk research, policy roundtables (with respected opinion leaders), and polling.
To see the findings and recommendations from this research read the full report.
- Technology in assessment is important for developing skills for the world we live in: the assessment system needs to better reflect this, including the government’s wider digital skills agenda.
- ‘The future is already here’ - the technology exists, the practical barriers need to be tackled: onscreen assessment is already happening – and working – in parts of the system (e.g. for adult learners). A coordinated strategy and funding for digital access is required to tackle the barriers preventing wider adoption of onscreen assessment.
- Balancing a transitional approach and realistic goals with the need for wider reform: although an incremental approach will not lead to a “big bang” moment for the onscreen assessment of GCSEs and A levels, the progress being made will build confidence in system change.
- Managing risk: the need to instil confidence in the system: teachers are willing to embrace technology if they have the right support. And it is essential that any reforms are accompanied by steps to mitigate the sense of uncertainty and risk among educators and policy makers
For more on these and other recommendations see the full report.
Our education system is yet to exploit the use of digital technology in the delivery of high-stakes examinations and is out of kilter with developments in the teaching and learning process we now find in our schools, much of which has been accelerated by the pandemic.
Based on solid research, this new Pearson report sets out the ground for the next stage of discussion and takes us closer to realising fundamental and worthy change, not only to the way examinations are delivered, but how we prepare and support our young people for the future. As the report reminds us, the technology is already here. We now need to make the next move.
Dr. Michael Walker, President of the Chartered Institute of Educational Assessors