Guest Blog by Rachel Hilliam
How do we assess mathematical understanding in a world transformed by the pandemic and the rapid rise of generative AI (genAI)? This is the question at the heart of a new sector-wide initiative launched in January 2026 by the Royal Statistical Society (RSS), Institute of Mathematics and its Applications (IMA) and the London Mathematical Society (LMS).
The project aims to take a fresh look at assessment across mathematical sciences in higher education, exploring how approaches can evolve to reflect the changing landscape of teaching, learning and technology. It is also supported by the UK Heads of Departments of Mathematical Sciences (HoDoMS), bringing together key voices from across the sector to consider the challenges and opportunities ahead.
As co-lead of the project, alongside Cathy Hobbs (IMA) and Mary McAlinden (LMS), I have been struck by both the level of engagement across the sector and the range of perspectives being brought to the discussion. Assessment is a topic that affects everyone involved in higher education, and recent technological changes have made many long-standing assumptions worth revisiting.
Why now?
Historically, on-campus invigilated examinations have been the mainstay of assessment in the mathematical sciences. However, other forms of assessment can play an important role in helping students build transferable skills and develop the graduate attributes they need beyond university. The value of these skills are already reflected in the degree accreditation requirements of both the RSS and the IMA which highlight the importance of using a full range of assessment approaches.
Some universities wish to move away from invigilated examinations, identifying them as less inclusive and more costly than other approaches. However, many mathematical sciences departments are concerned about recent developments in the capability and availability of genAI tools and believe that academic integrity is at risk when invigilated examinations are no longer an option. Responding to these challenges, the IMA, LMS and RSS published a
joint statement on assessment in mathematical sciences emphasising the need for assessment variety (to include invigilated examinations as an option).
Exploring assessment in a changing landscape
How should assessment in the mathematical sciences evolve in a world shaped by generative AI (genAI)? This joint project seeks to revisit the purpose of assessment and explore how different approaches can best support learning and measure student achievement.
The project will bring together perspectives from students, academics, university management and employers to develop a shared understanding of what different assessment methods can achieve, their strengths and limitations, and the impact of genAI tools.
It will also explore whether distinctive features of the mathematical sciences influence the effectiveness of different assessment approaches, and why some stakeholders believe these differences matter. Importantly, the project focuses on the purpose and practice of assessment, rather than on how students’ work is graded or on wider questions of academic standards.
Listening to the sector
A literature review has been undertaken, and two stakeholder events have taken place with a range of interested people including experts in pedagogy and Heads of Departments. We will shortly be collecting case studies of assessment practice, and a further stakeholder engagement is planned, with the final project output to be published in 2027.
What has been particularly encouraging so far is the willingness of different parts of the community to engage openly with difficult questions. While views on assessment can differ, there is a shared commitment to ensuring that assessment remains rigorous, meaningful and fit for purpose. Ultimately, the project aims to help build a stronger evidence base and a more informed conversation about assessment in the mathematical sciences, supporting departments as they navigate change while continuing to provide students with opportunities to demonstrate their knowledge, skills and potential.
In the meantime, please email me at
rachel.hilliam@open.ac.uk to discuss the project or share ideas.