Recent warnings from Ofqual's Chief Regulator, Sir Ian Bauckham, about the use of artificial intelligence (AI) in schools as reported in the TES raise important questions about learning, assessment and the role of technology in education. The e-Assessment Association (eAA) believes these concerns must be taken seriously, but that decisions about AI and digital assessment should be guided by evidence of educational benefit, rather than enthusiasm for technology or concerns about its use alone.
As reported in th TES, Sir Ian has warned about the risks of students relying on AI to undertake the thinking and learning they should be doing themselves. He has also raised concerns about screen use in schools and the challenges of introducing on-screen examinations. These are legitimate concerns. Assessment must provide reliable evidence of what learners know, understand and can do. Any technology that undermines that purpose risks weakening both learning and confidence in assessment outcomes.
However, it is equally important to recognise that AI and digital assessment are already being used in ways that can support learning, improve accessibility and strengthen assessment processes.
Patrick Coates, CEO of the e-Assessment Association, said: "The eAA is not advocating for the wider use of AI or digital assessment simply because the technology exists. We believe adoption must be driven by clear educational benefits, supported by evidence and appropriate safeguards. There are genuine risks when AI replaces the thinking and learning that students need to undertake themselves. But there are also opportunities to improve feedback, accessibility and the quality of assessment. The challenge is to understand where technology adds value, where it doesn't, and how it can be used responsibly.
"We need to move beyond a debate about whether technology is good or bad for education and focus instead on what works, for whom, and under what conditions."
AI should support learning, not replace it
There is a fundamental difference between using AI to generate an answer on behalf of a student and using it to help that student develop their knowledge and understanding. Where AI allows learners to bypass the intellectual effort required to develop skills, the risks are clear. It can undermine learning, make it harder to establish the authenticity of students' work and weaken confidence in assessment outcomes. However, AI can also support formative assessment, helping educators identify gaps in understanding, provide timely feedback and respond to individual learning needs.
Examples presented through the eAA's awards and webinar programmes demonstrate how organisations are exploring AI-assisted formative assessment, including the accuracy of AI-generated feedback, learner engagement and the continuing importance of teachers. These applications illustrate an important distinction: AI should support the assessment process and professional judgement, rather than replace either without evidence that doing so is appropriate. The effectiveness of AI-generated feedback cannot be assumed. Its accuracy, fairness and impact on learning need to be evaluated, with teachers and assessment professionals retaining appropriate oversight.
Digital assessment is about more than screen time
Sir Ian's comments also contribute to the wider debate about screen use and the practical challenges of introducing on-screen examinations. Moving high-stakes examinations from paper to screen is a significant undertaking. It requires reliable infrastructure, accessibility, contingency planning, staff training and assurance that students will not be disadvantaged.
However, concerns about excessive screen time should not be confused with the educational value of well-designed digital assessment. Digital assessment is not simply about replacing a paper examination with an identical test on a computer. It can provide opportunities for more accessible assessment, different ways for learners to demonstrate their knowledge and skills, and more efficient assessment processes.
There is also growing practical experience to draw upon. Pearson, for example, has delivered high-stakes on-screen assessments since 2022, demonstrating that digital examinations can be delivered at scale. Such experience provides valuable evidence about implementation, infrastructure, accessibility and the support required for successful delivery. Elsewhere, digital approaches are enabling learners to demonstrate practical knowledge and skills through interactive and simulated environments that would be difficult to assess using traditional written examinations alone. These examples do not mean that all examinations should move on screen. They demonstrate why decisions should be based on the requirements of each assessment, the needs of learners and evidence of what works.
What does the evidence tell us about AI in assessment?
The eAA's research into AI in assessment highlights considerable interest in the technology, alongside continuing questions about trust, reliability, governance and implementation. The eAA's 2025 AI in Assessment Survey found that 68.8% of respondents described their organisations as being at the early stages of AI adoption. The research also identified a wide range of potential applications, including assessment content development, marking, analytics and feedback. However, concerns about ethical risks, regulatory uncertainty and organisational readiness remain significant barriers.
These findings reinforce the need to distinguish between the potential of AI and evidence of its effectiveness in practice. Organisations need to understand not only what AI can do, but whether it improves assessment quality, whether its outputs are valid and reliable, and what safeguards are needed to protect learners. Ofqual's own approach to regulating AI in the qualifications sector recognises the potential benefits of innovation while emphasising the need to maintain validity, fairness, security and public confidence. These principles are consistent with the eAA's position that innovation and responsible regulation should work together, rather than be seen as competing priorities.
Giving schools and colleges the confidence to make informed decisions
Schools and colleges face the challenge of responding to rapidly developing technology while maintaining educational standards, supporting staff and ensuring that learners are not disadvantaged. They need more than general encouragement to innovate or warnings about potential risks. They need accessible, practical guidance and opportunities to learn from organisations already using digital assessment.
The eAA is supporting this through its research, case studies, webinars, Special Interest Groups and practical guidance, including resources developed specifically for schools and colleges exploring digital assessment. These resources help educators understand the different approaches available, consider the implications for their learners and make informed decisions about whether, where and how technology should be introduced.
The experiences of organisations already using digital assessment are particularly valuable. Sharing successes, limitations and implementation challenges helps others make decisions based on evidence rather than assumptions.
Keeping learning and assessment at the centre
The eAA supports an evidence-led approach to AI and digital assessment that recognises both the opportunities and the risks. This means questioning claims, testing new approaches, learning from practical experience and ensuring that appropriate safeguards are in place. It also means recognising that the right decision will not always be to introduce new technology. In some circumstances, established assessment approaches may remain the most appropriate option.
The priority must remain assessment that is valid, fair, accessible and trusted, and that genuinely reflects what learners know and can do. The question is not how much AI or digital technology we can introduce into assessment, but where its use can demonstrably improve learning and assessment outcomes.
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