Consultation outcome

On-screen assessment in V Levels, Foundation Certificates and Occupational Certificates

Updated 10 September 2026

V Levels (questions 43, 44)

What Ofqual proposed

We proposed a cautious and carefully managed approach to the use of on-screen assessment for timetabled assessments taken simultaneously by students in V Levels.

For the initial tranche being first taught from 2027, we proposed:

• to allow the use of on-screen assessment in timetabled assessments in V Levels in digital systems and data
• not to allow the use of on-screen assessment in V Levels in timetabled assessments in accounting and finance or education

For future tranches, we proposed:

• to consider the use of on-screen assessment for timetabled assessments taken simultaneously by students on a subject-by-subject basis
• for this to be informed by evidence from the delivery of the initial tranche of V Levels, wider system readiness, and stakeholder feedback

Where on-screen assessment is permitted for V Levels, we also proposed that it be subject to a consistent set of overarching expectations, including the same 4 guiding principles for on-screen assessment consulted on for GCSEs, AS and A Levels.  

Consultation feedback

There was broad agreement with the proposed approach to the use of on-screen assessment in line with the guiding principles for timetabled assessment in first-tranche V Levels.

Respondents generally supported its use in V Level digital systems and data, recognising the stronger validity case and the practical constraints on wider implementation.

A significant proportion of respondents, particularly those from centres, emphasised the importance of ensuring centre readiness before any wider rollout, given variation in infrastructure and digital capability across providers.

Respondents also supported an evidence-based approach to future decisions, with most favouring a gradual, phased rollout informed by the experiences of awarding organisations, schools and colleges delivering the first tranche. There was broad support for considering the use of on-screen assessment on a subject-by-subject basis where it supports valid assessment.

A minority favoured a more permissive approach, questioning restrictions in accounting and finance in particular in tranche 1 and highlighting potential benefits for validity and efficiency across all subjects for future tranches. Conversely, a small number opposed any use of on-screen assessment in timetabled assessments in V Levels, primarily due to concerns about deliverability.

Comments about digital inequality and accessibility featured prominently in responses.

Respondents noted that some learners may have limited access to, or familiarity with, digital assessment environments, and recommended monitoring outcomes to ensure that digital delivery does not become a barrier to attainment. Some also warned that on-screen assessment could risk assessing digital literacy rather than vocational knowledge and skills.

While several respondents highlighted potential risks for learners with SEND, others identified accessibility benefits, including support for learners with poor handwriting and those able to use built-in accessibility features.

Some respondents noted the importance of retaining the flexibility to use paper-based versions alongside on-screen assessments where this would be more appropriate, while several SEND representative organisations argued that both formats should be made available to support those unable to access on-screen assessment.  

Decision

We will permit the use of on-screen assessment  in timetabled assessments in digital systems and data V Levels. In addition, we will permit its use in timetabled assessments in accounting and finance V Levels.

We will permit the use of on-screen assessment in non-timetabled assessment across all subjects, as consulted on.

Where awarding organisations choose to offer both paper-based and on-screen assessment in the first tranche of V Levels, we will not require separate specifications or substantially different assessment materials for each mode at this point.

We intend to consult on the draft regulations to implement our approach to on-screen assessment, including for tranche 1 V Levels, alongside our approaches to GCSEs, AS Levels and A Levels.

We also plan to consult on our longer-term regulatory approach for on-screen assessment in V Levels in due course.

Foundation Certificates and Occupational Certificates (question 45)

What Ofqual proposed

We proposed to allow the use of on-screen assessment, without any restrictions, in both timetabled and other assessments, for the first and subsequent tranches of Foundation Certificates and Occupational Certificates.

Consultation feedback

Broadly, respondents supported the proposals and welcomed the flexibility to use on-screen assessment in both timetabled and other assessments, where it would enhance validity and reflect the vocational context of Foundation and Occupational Certificates.

Respondents noted that on-screen assessment could create opportunities for innovation and improve accessibility.

Some respondents highlighted that implementation of on-screen assessment would be more feasible at level 2, where likely smaller cohort sizes would make the associated logistical demands on centre resources more manageable.

However, support for the proposal was not unqualified. Several respondents who were broadly in favour emphasised the need for a range of safeguards to ensure implementation was successful, and delivered the intended benefits.

A number highlighted the potential impact on centres and the importance of considering factors such as timetabling, the suitability of digital platforms, infrastructure readiness, security arrangements, familiarisation opportunities, invigilation requirements and contingency planning.

Some respondents recommended ongoing evaluation to ensure on-screen assessment remains fair and accessible, and to monitor any mode effects between on-screen and paper-based assessments.

Those advocating a more cautious approach to implementation suggested initial restrictions, enabling decisions about wider adoption to be informed by evidence.

Some responses also highlighted potential risks to validity, and therefore argued that decisions should be taken by Ofqual on a subject-by-subject basis. These respondents noted that some applied and occupational qualifications may continue to be better suited to practical forms of assessment rather than on-screen assessment.

Some respondents emphasised the importance of retaining flexibility to use paper-based assessments where these would be more appropriate.

Respondents further commented on the potential impact on learners with SEND and those from lower socio-economic backgrounds. They highlighted the importance of addressing digital inequality, and ensuring that the use of on-screen assessment does not create an additional barrier for learners who are already disadvantaged.

While many recognised that on-screen assessment could improve accessibility for some learners with SEND, they also stressed the need to ensure that these learners are not inadvertently disadvantaged. Suggested mitigations included ensuring on-screen assessments are accessible by design, and that reasonable adjustments are compatible with digital platforms.

In addition, a small number of respondents commented on the proposal not to require separate specifications or substantially different questions for each assessment mode where paper-based and on-screen versions are offered. These respondents were broadly supportive of the proposal, except where there was a clear rationale for separate specifications to support assessment validity, security or fairness.

Decision

We have decided to implement the proposal to permit the use of on-screen assessment in Foundation Certificates and Occupational Certificates as consulted on.

This means that on-screen assessment will be permitted for all timetabled and other assessments in these qualifications, subject to the overarching principles set out in the consultation.

Subject to review, where awarding organisations choose to offer both paper-based and on-screen assessment, we will not require separate specifications or substantially different assessment materials for each mode of assessment.

We recognise the concerns raised about manageability, digital inequality and accessibility. However, there are a number of mitigations that we believe will help reduce these risks, including the likely smaller cohorts associated with these qualifications, the more established use of on-screen assessment within vocational and technical qualifications, and the greater flexibility available in relation to assessment scheduling.

As with V Levels, this consultation sought views on our policy proposals only.