Assessments in our digital era

The rise of artificial intelligence (AI) has sparked significant debate in education circles. Much of the focus has been on how exams will deal with AI tools, cheating, and plagiarism. While these are important questions, I would argue there’s a far bigger issue at hand: are our exams and assessments fit for purpose in the digital era? Are we asking the right questions of our pupils to prepare them for the world they’re stepping into?

Our current education system is heavily tailored towards passing exams. For decades, this has been the standard measure of success: memorise the material, regurgitate it under timed conditions, and receive a grade that will determine your next steps. But how far do the skills demanded by these assessments reflect the skills we’ll need in an increasingly digital, AI-driven world?

AI has fundamentally changed the landscape, and by this, I don’t just mean AI tools themselves. Yes, tools like ChatGPT and others are raising valid concerns about academic honesty, but these tools are merely a symptom of a larger transformation. The real question we need to ask is: are we teaching and assessing in a way that reflects the needs of society? Are we equipping our pupils with the skills and knowledge they’ll need for their futures, rather than our past?

Education should not hinge on the latest EdTech trends or tools. Those are fleeting. Instead, we need to focus on the foundational shifts happening in how people work, communicate, and solve problems in a world where AI is ubiquitous. The emphasis should be on adaptability, creativity, collaboration, and critical thinking, skills that are timeless but have never been more relevant.

For instance, if AI can now produce essays, reports, and even solve complex mathematical problems, does it make sense to test pupils on these tasks in isolation? Or should we instead assess their ability to interpret, critique, and apply such AI-generated outputs? Similarly, should assessments place greater emphasis on interdisciplinary thinking and problem-solving, skills that transcend individual subjects and mirror the demands of the real world?

Of course, this isn’t just about AI. Even if AI didn’t exist, we should be regularly questioning and revisiting the way we assess our pupils. Education should evolve alongside society. We should always be asking ourselves: are we doing the best we can for our pupils? Are we preparing them not just to survive but to thrive in their futures?

This means rethinking assessments not as a reaction to AI but as part of a broader effort to ensure relevance and fairness. It’s about creating systems that inspire lifelong learning and adaptability. It’s about shifting from rote memorisation to real-world application. And most importantly, it’s about keeping the needs and aspirations of pupils at the heart of every decision.

AI has shone a spotlight on many of the outdated practices in education. Let’s not waste this opportunity. Instead of asking how we stop pupils from using AI to cheat, let’s ask how we can build a system where their engagement with AI—and with learning itself—becomes an integral part of their development. Let’s make assessments less about proving what pupils know in isolation and more about showcasing what they can do in collaboration with the tools, technologies, and teammates of the modern world.

The digital era isn’t just coming; it’s already here. It’s time our education system caught up.