Oral assessments, enhanced security protocols, and quicker evaluations are all on the agenda as Generated Artificial Intelligence (AI) is poised to redefine the future of student examinations.

As the 2025 exam season draws to a close, AI is already making waves following the announcement of GCSE results, with students primarily relying on conventional pen-and-paper methods for their exams.

With a transformation in exam preparation underway, students are increasingly turning to personalized AI tutors that generate study materials tailored to their specific needs, potentially leading to improved results.

“Thanks to AI, students can ask questions outside of class or at unconventional times without fear of judgment, which enhances their understanding.

“This trend really accelerated over the summer,” noted Sandra Leaton Gray, a professor of education futures at the University of London Institute of Education. “Students can discuss the marking criteria, upload their work, and run sample answers through the AI. They can even ask, ‘How can I enhance my answer?’ It’s like having an unending tutor.”

Some experts argue that as AI continues to evolve rapidly, a completely new exam format will be necessary to evaluate how effectively students are utilizing it. Dr. Thomas Lancaster, a computer scientist at Imperial College London specializing in generative AI and academic integrity, remarked, “This type of examination feels inevitable at this point.”

Lancaster cautioned that AI could facilitate new forms of cheating. “We need to enhance security measures in exams and provide more training to help identify banned devices,” he stated.

“Currently, communication devices can be as discreet as hidden earpieces, and AI-enabled smart glasses introduce even more hazards.”

Sir Ian Buckham, the chief regulator of the UK’s qualification authority, highlighted the risks AI poses to using extended writing assessments for evaluating student knowledge.

In a conversation with the Guardian, he expressed concerns about the qualifications associated with the expansion project, noting that students engaged in independent research could combine this with A-levels, which is equivalent to half of an A-level.

“I believe it holds significant importance, and universities have indicated they value it, too,” he said. “I wouldn’t want to take drastic actions, but I am concerned about how extensively AI will support students in this qualification.”

“Anyone advocating for a shift away from comprehensive testing systems that control AI usage will encounter a much more challenging situation.”

Rogoyski echoed these concerns, stating:

“Whether it’s AI or human, the exam format must change to emphasize assessing comprehension of the material. This could involve Vivas or discussions on the examined topics.”

He also cautioned that as students increasingly integrate technology into their daily lives, early indications of AI addiction are surfacing.

On the potential advantages of AI for the testing system, Jill Duffy, chairperson of the Qualifications Committee and CEO of OCR Awards, mentioned that the examination board is exploring ways in which AI could accelerate and enhance the quality of evaluations.

One possibility is that GCSE and A-level results may be delivered within a month instead of two. OCR is currently utilizing AI in its trials to convert handwritten responses into digital text, aiming to minimize delays due to illegible handwriting. If successful, this could mean that students receive university placements based on their qualifications, rather than predicted grades.

Duffy noted that increased use of Vivas and alternative forms of oral assessment are already prevalent in higher education. “If we see this happening there, could it start to be adopted in schools? It’s a possibility,” she said.

Lancaster concluded: “Overall, exams are here to stay in some form, but the nature of those exams may differ significantly from how they currently appear.”