A-level Philosophy digital exams pilot: Teacher perspectives

Abstract

This report presents teacher perspectives from a digital exams pilot in A‑level Philosophy conducted between March and July 2025. Drawing on classroom observations, interviews and focus groups with teachers across participating centres, the report examines current uses of digital technology in philosophy teaching and learning and how these practices interact with digital assessment. Teachers described wide variation in students’ use of digital devices and highlighted that typing fluency and digital skills are often assumed rather than explicitly taught. While digital tools are valued for accessing resources and supporting collaboration, teachers emphasised the central role of discussion‑led pedagogy and were keen to ensure that technology does not undermine the ethos of the subject. The findings also highlight practical challenges related to infrastructure, access to devices and managing distraction, alongside concerns about fairness, malpractice and student readiness. The report identifies considerations relevant to digital exams more broadly, with particular implications for subjects involving extended written responses.

Keywords

• Accessibility
• Assessment design
• Digital exams
• Fairness
• On-screen tests
• Teachers