GenAI-era ICT assessment reform requires a whole-of-institution transformation across seven sequential themes¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Thematic analysis of 80 documents yielded 7 key themes and 70 subthemes, interconnected in a sequential pattern beginning with values and dispositions and culminating in assessment methods. → Ahangama 2026

Evidence¶

Ahangama 2026¶

Ahangama. (2026). Designing assessments in the generative AI era: A tailored assessment framework for ICT tertiary education. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-026-00582-0

q2 · i? · qualitative · r2

Document analysis of 80 publicly available web-based documents using Braun and Clarke's six-phase thematic analysis; coding reached saturation after 72 documents, producing 185 initial codes. The analysis found "a whole-of-institution approach" structured around seven themes from values to assessment methods.

"The thematic analysis yielded 7 key themes and 70 subthemes that collectively address the research question. The findings indicate that adapting ICT assessment in response to GenAI necessitates a whole-of-institution approach."

Discussion¶

Related Claims¶

• Excessive GenAI reliance risks undermining foundational ICT knowledge, supporting supervised in-person assessment of foundational content — a narrower finding that bears on this claim
• Existing GenAI assessment frameworks (traffic light, two-lane, AIAS) remain broad, lack discipline-specific applicability, and are unvalidated in authentic settings — related
• GenAI-era assessment reform should move beyond defensive approaches focused primarily on preventing misconduct or detecting AI use — related
• Computing educators' interest in AI-era assessment adaptation was spread roughly evenly across seven strategies, dividing between redesigning what is assigned and redesigning how work is verified — related
• Students framed an effective GenAI course policy as an interconnected system in which knowledge, evaluation, collaboration, contextualization, autonomy, ethics, and institutional responsibility mutually shape one another — related
• Thematic analysis of interviews with academics and students about GenAI and assessment yielded three themes: emotions, academic role and identity; assessment must change; and the work and expertise required to change assessment. — related
• Faculty transformation followed four themes: fear shifting to curiosity, desire for ethical clarity, inclusive design as equity amplifier, and evolution from gatekeepers to guides — related
• Students co-designing a GenAI course policy prioritized training for students and instructors, standardized disclosure procedures, and stronger institutional support — related