In a groundbreaking proposal, a private school headmaster is advocating for the integration of artificial intelligence (AI) into GCSE exams. Tom Lawson, the head of Eastbourne College in East Sussex, believes that AI-powered adaptive testing could be the key to accurately measuring students’ understanding and providing a more rewarding experience.
Adaptive testing would enable the modification of exam questions based on the student’s proficiency level. As Lawson explains, “With adaptive testing, if someone is finding it hard to access the exam, instead of becoming overwhelmed and having some pupils virtually giving up, the questions get easier. And if someone is really flying, the questions get harder.” This approach would allow strong candidates to showcase their higher levels of understanding and provide struggling pupils with more opportunities to demonstrate their understanding.
Lawson criticizes the existing exam system, calling it an “anti-intellectual exercise” that promotes rote memorization and regurgitation. By introducing AI into exams, schools would no longer need to “teach to the test” as the exams would become infinitely variable and less gameable.
Furthermore, Lawson believes that AI could greatly improve the accuracy and reliability of marking. By using AI for grading, exams would no longer be subject to human biases, fatigue, or boredom. The best human markers could be utilized for appeals, ensuring that the AI’s decisions are thoroughly reviewed.
While the proposal has garnered attention and support, Ofqual, the UK’s qualifications regulator, maintains that there is insufficient evidence to rely solely on AI for marking. However, they acknowledge the potential of AI in quality assuring human marking and believe that adaptive testing could be explored further with additional research.
If implemented, AI-powered GCSE exams could revolutionize the education system, offering students a more personalized and engaging assessment process. With adaptive testing and AI marking, exams would no longer be a one-size-fits-all experience but would instead cater to individual strengths and provide a more accurate reflection of a student’s abilities.