AI in education: schools need practical support, not just warnings

The BBC's report that schools are “crying out” for clearer guidance on AI highlights an important issue. AI is already being used by learners, teachers and assessment organisations. The challenge now is to ensure that its adoption is informed, responsible and focused on improving learning and assessment.

Research undertaken by the e-Assessment Association (eAA) shows a sector that is interested in the opportunities AI offers, but is still developing the confidence and frameworks needed to use it effectively. Almost 69% of respondents to our AI in Assessment research described their organisation as “just starting out” with AI. While many organisations are exploring its potential, our research also identified concerns around reliability, academic integrity, bias, governance and data security.

This makes guidance and practical support increasingly important. But the debate should not focus only on the risks of AI. There is a growing body of evidence showing how AI and digital assessment can be used effectively.

Across the eAA community and through the International e-Assessment Awards, we are seeing practical examples of technology being used to support formative assessment, provide faster and more personalised feedback, help teachers understand learner progress and support aspects of assessment design and marking. Importantly, many of the strongest examples do not seek to replace teachers or professional judgement; they use technology to give educators better information or make processes more efficient while retaining appropriate human oversight.

This direction is also reflected in Ofqual’s approach. Its updated guidance recognises that AI has the potential to support the design, development and delivery of assessment and, when used responsibly, improve efficiency and support innovation. At the same time, Ofqual places clear emphasis on fairness, validity, security and public confidence.

For regulated qualifications, Ofqual expects awarding organisations to demonstrate that uses of AI produce valid, reliable and fair outcomes, with appropriate expert human involvement, quality assurance and accountability. It has also made clear that AI cannot be used as the sole marker of assessments within regulated qualifications.

Ofqual has provided specific guidance for schools and colleges, including resources on AI and coursework and guidance on managing AI in non-exam assessment. The emphasis is therefore not simply on preventing the use of AI, but on understanding where it can be used appropriately, where safeguards are required and where its use could undermine the integrity of an assessment.

That distinction is important.

Schools and colleges need practical support to navigate this changing landscape. The e-Assessment Association has recently published a new Digital Assessment Guide for Schools and Colleges, designed to help education leaders understand what digital assessment can offer, explore how it is already being used and consider the practical questions involved in introducing it successfully.

The aim is not to suggest that every assessment should become digital, or that every institution should adopt AI. It is to give schools and colleges the knowledge and confidence to make informed decisions about what is appropriate for their learners, their assessments and their circumstances.

The BBC report adds to calls for greater national direction and support. Guidance from government, regulators and awarding organisations has an important role to play, but schools also need opportunities to learn from organisations already putting technology into practice.

There is a useful middle ground between embracing AI without question and trying to keep it out of education. We need to understand what works, build the evidence base, establish appropriate safeguards and ensure teachers and education leaders have the knowledge to make informed decisions.

AI is already changing education and assessment. The priority now should be helping schools and colleges use it appropriately, confidently and with a clear understanding of both its potential and its limitations.

About the e-Assessment Association

As the global community for digital assessment, the e-Assessment Association brings together exam boards, regulators, technology providers, educators and employers to define best practice, share evidence and build trust in digital assessment.

Through collaboration, evidence and thought leadership, the eAA is helping shape a future where assessment is more accurate, inclusive and trusted for learners, institutions and employers worldwide.

Individuals can join the eAA for free. Find out more here.