Curriculum and assessment reforms across the UK and internationally are driving a re-examination of what, how, and when we assess. While Scotland and Wales are reshaping content delivery and assessment methods, England is reviewing the curriculum from primary to further education. In all cases, digital technologies and e-Assessment are central to the discussion — but are they being fully embraced?

This session explores the tensions between technological innovation and the deeper transformation needed to rethink assessment design, policy alignment, fairness, and public trust. New platforms alone are not enough; meaningful change demands re-examining fundamental principles.

Drawing on over 25 years' experience in assessment reform, the presenter will share examples where policy, pedagogy, and technology have combined to achieve better outcomes for learners. It will challenge why, even now, policymakers still argue that digital assessment readiness is "at an early stage," and will ask whether fixed-time national examinations remain the best fit for a digital world.

Participants will leave with an alternative vision for e-Assessment by 2030, a clearer understanding of the real barriers to progress, and ideas for building systems that are more flexible, more relevant, and more responsive to individual learners' needs.