Digital readiness guidance
We have developed guidance with WJEC and Welsh Government to help centres with their preparation for digital assessments in the National Qualifications.
Digital Assessment
With every new qualification we introduce, we aim to make best use of the digital technologies available to learners and centres in Wales.
The new National Qualifications for 14 to 16-year-olds will make increasing use of digital assessment methods.
We want learners in Wales to take qualifications that inspire and prepare them for life, further learning and work – including making the best use of digital technology.
Digital assessments can be hugely beneficial for both learners and the wider qualifications system. They can improve validity (assessing to the right things in the right ways), increase learner engagement and make assessments more inclusive.
Digital assessment in the National Qualifications
Digital competence is embedded throughout the Curriculum for Wales, shaping why, what and how young people are learning.
The National Qualifications, being introduced from September 2025, September 2026 and September 2027, reflect the prominence of digital technologies within in the curriculum. They will allow schools and learners to make best use of their digital equipment.
Digital technologies will increasingly be used in the assessment of these new qualifications.
In many subjects, digital technologies will also be used to enable learners’ experiences, such as accessing historical resource material or taking virtual tours of natural environments or places of work.
Digital assessment in the new GCSEs
We are introducing digital assessments in GCSE subjects that will enable a range of benefits, including:
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- Enhancing validity: In some subjects, such as physical education and health, or food and nutrition, digital-only examinations can allow learners to allow learners to drag, drop and sequence images and text to categorise them and create process diagrams. The inclusion of videos of practical demonstrations can allow learners to evaluate the way others apply and perform their skills in these subjects.
- Utilising audio and visual stimuli: In subjects such as drama and music, learners will be able to review and respond to a range of audio and video stimulus, with functions such as pausing, scrubbing and replaying the material available to help promote their engagement with the exam. The materials will also be common to all learners, promoting an equitable basis of assessment for all learners.
- Non-examination assessments: Teachers and learners will also be able to use digital technology in the completion and submission of non-exam assessments. In subjects such as digital technology, this can allow learners to use specialist software to create a range of digital products. In history, this approach will enhance the manageability of delivering and submitting the assessment.
- Enhancing validity: In some subjects, such as physical education and health, or food and nutrition, digital-only examinations can allow learners to allow learners to drag, drop and sequence images and text to categorise them and create process diagrams. The inclusion of videos of practical demonstrations can allow learners to evaluate the way others apply and perform their skills in these subjects.
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Phasing in the use of digital assessment
For some subjects, digital-only assessments will be available from the outset. For others, digital-only assessments will be introduced at a later date.
The phased introduction of these digital assessments will support schools in their preparations and allow time for digital assessment approaches to be further explored and trialled in certain subjects. We are working closely with Welsh Government, WJEC and others to support the effective implementation of digital assessments in these exciting new qualifications.
| Summer 2026 | Summer 2027 | Summer 2028 |
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| To be introduced within the first five years of teaching |
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Our areas of collaboration, research and development
We have a dedicated modernising assessment team which works with others across the qualifications and assessment community to explore the benefits that digital technologies can offer.
Artificial intelligence
Artificial intelligence models are becoming more advanced and, while we are positive about the potential benefits that AI could bring to teaching, learning and assessment, we can also see that they present challenges to how we assess learners fairly on their knowledge and skills.
We want to ensure that the authenticity of learners’ responses, and therefore the integrity of assessments, is protected.
On-screen assessment
We are working with on-screen assessment platform providers, including RM, Surpass, and TCS iON, to run workshops with teachers from across Wales to explore the opportunities and challenges that digital assessment can offer. Read our blog series exploring three key themes:
Designing digital assessment: teacher feedback
Remote invigilation
Remote invigilation technologies allow learners to take assessments in a location of their choosing, whilst ensuring they are taken under controlled conditions.
We're exploring how these technologies are currently being used, and whether they could bring additional benefits to the qualification system in Wales. Learners can share their experiences of taking remotely invigilated assessment on our Have Your Say platform.
Formative assessment
We are engaging with schools to understand how they are using digital technologies to enhance formative assessment practices.
Schools have provided examples of how they have utilised digital technologies in formative assessment, for example to access revision material, attempt questions and exercises, and to provide feedback to learners.
Schools can share there experiences through our Have Your Say platform.