What Should Assessment Look Like in a Skills-First Future?

We’re at that time of year again where exam results are out and we encourage students from two angles. The first being, ‘well done, you’ve achieved great results, the world is your oyster’! The other being, ‘you didn’t achieve what you hoped, but don’t worry, look at all the successful people who left school with no exam results!’ 

‘The system’ essentially relies on a one dimensional measure for success and over the last couple of weeks c.1.5m learners across the UK have developed a view on what personal success looks like and what this means for their future. This view, primarily being formed by systems which predate the internet, never mind AI or even Just Dance on the Wii!

I had the privilege of speaking at the Global Assessment Academy at Cambridge University Press & Assessment over the summer. I was asked to present some of the changes we are seeing in assessment methods and the increasing shift in focus between education outcomes and employer requirements.  In a world transformed by technology, disruption, and shifting workforce demands, the education sector is increasingly being asked a fundamental question: Are we assessing the right things in the right ways?

Traditional exams and qualifications have long been a cornerstone of academic systems, but as employers seek more agile, adaptable talent, and as students learn in more diverse, digital, and lifelong ways, the question isn’t whether education should change, but how.   As The Economist noted:

“Lifelong learning is becoming an economic imperative. Technological change demands stronger and more continuous connections between education and employment.” 

Andrew Palmer, The Economist

The forces reshaping education are undeniable: Technological disruption is evolving skill requirements, think: critical thinking, digital literacy, and collaboration. The “learn once, work forever” model is fading; lifelong learning is now essential. Global events, like the COVID-19 pandemic, exposed the need for flexibility and responsiveness in how we teach and assess. Inequities persist: rigid systems risk widening access gaps rather than closing them.  These challenges are real. But so are the opportunities. And that brings us to a bigger, more nuanced question: What should assessment look like in an era defined by lifelong learning and skills-based hiring?

Employers Are Signalling Change—Loudly

While many education systems continue to prioritise grades as the primary indicator of achievement, employers are increasingly looking for something more.  PwC (UK) 2021 note that 70% of employers believe there is “too much focus” on grades like GCSEs and A-Levels. Yet most still rely on them due to a lack of alternatives.  Recruiter.com (2022) states that 71% of tech leaders say they value skills and experience over university pedigree. Indeed (2022) claims that 87% of employers rate a positive attitude as more important than qualifications; only 13% prioritised degrees.  REC (UK) 2014 state that just 4% of firms consider exam results the most important hiring factor, nearly half prioritise attitude.  So if employers are adjusting how they evaluate talent, shouldn’t our assessment systems at least explore new ways to reflect potential and performance?

To be clear: exams do serve a purpose. They bring structure, scalability, and comparability. But as one part of a broader toolkit, their limitations become more visible.  They offer a snapshot in time, often under pressure, rather than a dynamic view of growth.  They often emphasise memorisation, while employers value application.  However, they can unintentionally amplify inequity, favouring students with access to tutoring or additional support.

This doesn’t mean exams are obsolete. But it does raise an important question: Could we be doing more to complement them, so learners are recognised not just for what they recall, but for who they are becoming?

Exploring What a More Holistic Model Could Look Like

At globalbridge, we’re exploring, and answering, that very question by supporting students to evidence their strengths through Digital Learner Profiles (DLPs)—personalised, multimedia records that grow with the learner. These profiles can include: Academic results, skills and digital credentials, portfolios, projects, creative work, reflections, video intros, and aspirations.  Increasingly layered with AI-powered insights, these profiles can identify learner strengths earlier and suggest tailored pathways which might inspire and open up options for young people.  It can also help employers and universities make more informed, inclusive decisions.This isn’t about replacing traditional assessment. It’s about adding depth and context, providing students with a more complete way to tell their story.

A Global Movement Toward More Flexible Recognition

We’re not alone in asking these questions. International organisations like the OECD are leading the way in rethinking assessment.  The OECD Digital Education Outlook (2023) advocates for digital, longitudinal records that follow learners through their journey, enabling rich, continuous feedback.  A 2023 UK policy paper on micro-credentials highlights how modular, verified skill recognition can enhance lifelong learning and employability.  OECD and UNESCO also stress the importance of validating informal and non-formal learning, from part-time jobs to volunteering and personal projects.  What ties these trends together is a shift from “snapshot assessment” to continuous, evidence-based recognition.

Respecting the Old While Designing the New

To move forward, we don’t need to reject the systems that have served generations of learners. But we do need to evolve, because the world learners are entering has already changed.  Consider, the average hiring manager now sees more value in skills-based tasks, simulations, and interviews than in qualifications alone.  Core skills, like adaptability, communication, and resilience, are notoriously hard to measure through exams, yet critical on the job. 

Instead of asking, “Should exams go?” perhaps we should be asking these key questions:  How can we broaden the evidence we use to understand learners?  What tools and formats best reflect a person’s growth, passion, and potential?  Can we build an assessment system that is more flexible, inclusive, and future-ready, without losing the rigour that exams can bring?

At globalbridge, we’re answering those questions by collaborating with awarding bodies, educators, and employers to offer new ways for learners to be seen, supported, and selected, not based on a single test score, but on a richer, evidence-driven picture of who they are.

Final Thought: The Future Is Collaborative

The future of assessment isn’t about one method versus another. It’s about blending the best of what we have with the possibilities of what we can build. A-levels were introduced in 1951—32 years before the internet. It's not controversial to say we may need to modernise.

We’re excited to be part of a movement that recognises traditional qualifications, but also values digital credentials, portfolios, and informal learning. We believe in helping learners own their journey, through tools that are insightful, equitable, and built for the real world.  And we invite everyone, educators, employers, and policymakers, to ask the same question:  What should assessment look like for the world we're preparing learners to enter?

By Ben Mason, Founder & CEO, globalbridge