ABSTRACT
Institutions and individuals rapidly learned to engage with each other virtually and substantial elements of educational provision moved online. Teachers in schools and universities became adept at delivering content and providing feedback through the internet for those who could or would engage with this new form of tuition. The purpose of this short Postscript is to speculate further than has been possible in any of the contributions to this book which were all written before the 2020 crisis, how educational assessment might change in the future as a result of the shock waves in society caused by the pandemic. Coupled with the ever more pervasive use of ‘big data’ to monitor institutional standards and to compare educational achievement on a national and international scale, the transformation may indeed come to justify the epithet of ‘revolution’. Technology-enhanced assessment can increase validity by emulating more closely the real-world domain being assessed.
