Across the globe, school leaders and teachers are facing an educational landscape that is shifting faster than ever before. As Generative AI (GenAI) becomes embedded in students’ everyday lives, it’s creating new challenges and raising questions about how best to support and assess student progress. Many educators are eager to make sense of and embrace this change, but they need clarity, confidence and research‑grounded guidance to help them move forward.
Against this backdrop, Pearson’s new Assessment Evolved draws on insights from 1,000+ UK and US educators and global AI and assessment experts (including Rethinking Assessment’s own Bill Lucas) – providing timely evidence and guidance on how formative assessment shout adapt in an AI-driven world.
This moment is not just a challenge. It is a genuine opportunity to reflect on the purpose and design of formative assessment. Together, we can identify where existing practices can evolve, and to build AI literacy for students and teachers alike.
The case for change: learning integrity is at risk
Educators consistently emphasised one message in our research: the worry is not simply that students might “cheat” with AI, it is that they may lose opportunities to learn in meaningful ways. When AI can instantly summarise texts, solve problems, or draft responses, students risk bypassing the reflection and iteration that sit at the heart of learning.
Our report and accompanying School Educator Guide highlight that learning integrity – ensuring students genuinely engage in the thinking required to learn – is more critical than ever. If formative assessment fails to adapt, we risk hollowing out the very competencies that matter most: critical thinking, creativity, judgment, and the ability to navigate ambiguity.
What our research reveals: educators are already on the journey
One of the most compelling insights from our research is that educators are at different points in the journey in terms of experimenting with and innovating with GenAI in their classrooms. 88% of Secondary UK teachers told us that they are at least moderately familiar with GenAI. But using latent profile analysis, we’ve been able to understand in greater depth, the differences in teachers’ perceptions.
The four profiles, which should be seen as descriptive rather than prescriptive, show that most teachers, whilst being aware of potential risks, are open to exploring AI’s use in assessment, with 63% aligning with the ‘Cautious Explorer’ or ‘Proactive Innovator’ profiles. But with 37% of teachers believing students are more familiar with AI than they are, combined with only 54% reporting that their school has an AI policy in place, it is clear that there is a need for practical support for teachers to build their AI literacy and confidence.
Turning insight into action
Our practical School and Higher Education Guides translate research into action, providing evidence-based, step-by-step strategies that we hope will empower educators, regardless of where they are in their journey. We see this as a key opportunity to rethink how tasks are designed, guide how students engage with AI, and purposefully protect learning integrity.
Using GenAI as a tool for deeper learning
GenAI can be a powerful learning tool when students are encouraged to critique, refine, or explain AI‑generated responses. These activities build AI literacy and deepen understanding by helping students recognise both the strengths and limits of GenAI.
Our School Guide emphasises that formative assessment plays a key role in teaching responsible AI use. This includes supporting students to:
- State when AI has been used
- Explain how it contributed to their work
- Compare AI‑generated and human‑generated responses
- Identify where their own reasoning is still required.
These practices help students develop the judgment and confidence to use GenAI thoughtfully: skills that will underpin their future learning and careers.
Where we go next? A call to leadership
For school leaders, the opportunity ahead is to create the conditions where teachers and students can engage confidently and responsibly with GenAI to enhance teaching and learning. Leadership plays a vital role in supporting thoughtful integration and helping staff navigate change with clarity and purpose, including:
- Setting clear expectations for responsible AI use, so teachers and students understand when and how GenAI can support learning.
- Providing space and support for staff experimentation, enabling teachers to explore approaches that work for their subjects and students
- Prioritising professional learning in AI literacy, ensuring staff feel informed, confident, and able to guide students effectively.
This is just the start of the conversation
Approaching this moment with intention and clarity, formative assessment in the GenAI era can become even more meaningful, focusing more sharply on understanding, reflection, and feedback – and continue to play its essential role in helping all young people make genuine progress in their learning.
We’d love to hear your thoughts on how you’re adapting formative assessments in your school. Share your feedback with us at assessmentevolved@pearson.com
