As ways of communicating and interacting with others evolve in the globalised world, concepts of what it means to be literate have expanded. Many schools are now 'post-modem' and are taking into account evolving notions of what it means to become literate in the twenty- first century. They are recognising that the old familiar definition of being able to read and write, adequate in relation to print literacies, omits a whole range of creative, communicative and interpretive skills in relation to the literacies spawned by new and evolving technologies. Educators need to ensure that students have the skills and understanding to create and critically evaluate the many different texts that are part of their life and learning landscapes. Just as it took time for examiners to develop questions about plays that recognise they are scripts for the stage, so too it may take time for examiners to ask questions about films, websites and other forms of e-texts that take account of their distinctive qualities. Keeping a close eye on the assessment process, however, is essential if we are to realise the goals of English syllabuses, and create a deeper engagement with the multiple discourses that shape our society. To achieve these goals, and to live a life where what we do, what we are and how we communicate is critically and knowledgeably scrutinised, we must ensure that the way English is examined does not itself remain unexamined.