Cambridge OCR has called for an "inspiring national vision" for digital exams driven by a "subject-led approach", arguing that a numerical cap limits innovation without ensuring the most suitable subjects for onscreen assessment are prioritised.

The exam board is part of Cambridge University Press & Assessment, which has responded to Ofqual's consultation on the introduction of on-screen assessments. Cambridge has considerable experience of successfully delivering digital exams around the world and this has informed the consultation response, as well as Cambridge OCR's own development of digital exams.

Myles McGinley, Managing Director of Cambridge OCR said: "We need an inspiring national vision for onscreen assessment, focused on how and where it can most benefit teachers and their students. This should be Government-led and developed in partnership with the regulator, exam boards and teachers.

"Ofqual is right to ensure that the introduction of high-stakes onscreen assessment is safely managed and controlled.

"We know from international experiences and evidence that onscreen exams can be delivered with greater speed and momentum without compromising on safety. As set out, Ofqual's proposals are too cautious."

Subject-led approach needed

Rather than controlling the implementation using a two-subject cap for each exam board, Cambridge OCR is calling for a strategic approach, agreeing which subjects are most suited to on-screen assessment and prioritising accordingly. Planned early adoption programmes supported, monitored and approved by exam boards, would then allow the system to access the benefits of on-screen assessments more widely and at an appropriately managed pace without compromising on security or rigour.

The response also warns that a cap could limit innovation and make digital exams less appealing to schools and colleges.

Myles McGinley said: "The proposals would cap the number of subjects that can introduce onscreen assessment. This limits innovation without providing assurance that the most appropriate subjects for onscreen assessment, with the greatest benefits to students, are introduced first. 

"Building up a critical mass of subject availability will help secure wider, and ultimately universal, access to the benefits of safe, secure and high-quality onscreen exams. 

"We’d like to see a more directed and subject-led approach: agreeing which subjects are most suited to on-screen assessment, with prioritisations according to the benefits to students and teachers."

Drawing on Cambridge's experience delivering on-screen assessment internationally, the consultation response argues that a limited selection of subjects being available may weaken the case for many schools to invest in the infrastructure required, as they will prefer to wait until they can offer a wider range of subjects on-screen.