Students are ready, large-scale delivery is proven and AI is transforming assessment
As policymakers, regulators and assessment organisations consider the future of assessment, discussions around onscreen delivery are often framed as a question of readiness.
Are students ready to take assessments onscreen? Can high-stakes assessments be delivered securely and reliably at scale? Is artificial intelligence mature enough to support marking and assessment processes?
The evidence emerging from across the assessment sector increasingly suggests that the answer to each of these questions is yes.
Drawing on the e-Assessment Association’s research, industry surveys, conference presentations, consultation responses and projects recognised through the International e-Assessment Awards, a clear picture is emerging. Learners are already operating in digital environments, high-stakes digital assessment is being delivered successfully around the world, and AI is moving from experimentation to practical implementation within carefully governed assessment systems.
Students are ready for digital assessment
One of the most significant findings emerging from recent discussions is that learner readiness is no longer viewed as the primary barrier to onscreen assessment.
During the e-Assessment Association's webinar supporting Ofqual's consultation on the future of onscreen assessment, Pearson shared research showing that 96% of students prefer working onscreen. The organisation also reported that 82% of students regularly use digital devices as part of their learning.
Perhaps most significantly, the number of candidates choosing to type their responses in assessments increased from approximately 10,000 in 2019 to more than 140,000 in 2024.
These figures reflect a broader reality. Today's learners routinely research, collaborate, communicate and complete coursework using digital tools. For many students, digital interaction is no longer a specialist activity; it is the default environment in which learning takes place.
This does not mean that every learner has identical access to technology, nor does it remove the need for careful implementation. However, it does suggest that concerns about students' ability to engage with digital assessment are increasingly at odds with their everyday educational experiences.
High-stakes digital assessment is already operating at scale
The debate about onscreen assessment can sometimes imply that digital delivery remains experimental. In reality, high-stakes digital assessment is already operating successfully across education, professional certification and workforce assessment.
The International e-Assessment Awards attract entries from organisations across Europe, North America, Asia and Australia. Many projects involve large-scale, operational assessment programmes serving significant candidate populations. For example:
Collectively, these projects provide evidence that digital assessment is not a future aspiration. It is already being delivered successfully in a wide range of high-stakes environments.
Accessibility is being enhanced through digital delivery
One of the strongest themes emerging from assessment innovation is the role digital technology can play in improving accessibility. Embedded accessibility tools help create more consistent and inclusive assessment experiences. This is particularly effective when accessibility considerations are integrated into assessment platforms from the outset rather than added through individual accommodations. For example, in the United States, Cambium Assessment delivers high-stakes assessments designed to ensure no student is disadvantaged by the technology they use, supporting learners with disabilities, diverse backgrounds and varying levels of digital access.
AI-assisted marking is moving into operational use
Artificial intelligence remains one of the most discussed topics in assessment, yet much of the public conversation focuses on future possibilities rather than current practice.
Human marking is not perfectly consistent and he reality is that AI is already being used across the assessment lifecycle.
The eAA's AI in Assessment Research Report found that automated marking and scoring is now one of the most widely adopted applications of AI in assessment. Alongside item generation and content development, marking emerged as a leading area of implementation, demonstrating that many organisations have already moved beyond experimentation and are deploying AI within operational assessment processes.
The most compelling evidence, however, comes from operational projects.
Effective assessment is not a choice between humans or AI, but a combination of both. Successful implementations use AI to support efficiency and consistency while retaining human oversight and professional judgement.
Readiness challenges remain, but they are primarily institutional
While concerns have been raised about practical considerations such as device availability, connectivity, operational resilience and centre readiness, these challenges relate primarily to implementation rather than the assessment experience itself.
While these are important factors, they should be distinguished from learner readiness. Evidence from assessment providers around the world demonstrates that onscreen assessment can be delivered successfully at scale and that many learners are already comfortable working in digital environments.
The evidence is increasingly clear
The conversation about digital assessment has evolved considerably over the past decade.
The question is no longer whether high-stakes digital assessment can be delivered securely and at scale. Assessment organisations around the world are already doing so.
The question is no longer whether students are comfortable working digitally. Research suggests that digital engagement is already a normal part of many learners' educational experiences.
Similarly, the discussion around AI is moving beyond experimentation. Assessment organisations are increasingly deploying AI within carefully governed frameworks that prioritise reliability, transparency and human oversight.
Evidence from research, industry practice and award-recognised projects points in the same direction. Digital assessment is mature, operational and continuing to evolve. The challenge now is not proving that it can work, but ensuring that implementation continues to support fairness, accessibility, integrity and trust.
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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.
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