Use GenAI-driven disruption as an occasion to redesign assessment practices rather than preserve them¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The paper recommends treating the disruption caused by generative AI as an affordance for changing assessment practice, not only thinking differently but acting differently: "With disruption comes the affordance to not only think about things differently, but to truly do things differently". Concretely, this means using the GenAI moment to replace compartmentalised, standardised assessment designs with approaches that recognise diverse ways of knowing and support student agency.

Design Implications¶

Context¶

Requirements¶

• Institutional willingness to treat GenAI disruption as a design opportunity rather than only a compliance problem

Constraints¶

• Framed for higher education in the context of generative AI; conceptual rather than empirically validated

Target Learners¶

• higher education students

Target Learning Goals¶

• redesign of assessment for equity; recognition of diverse ways of knowing

Affordances¶

• Genai Equitable Assessment Two Dimensions

Claims¶

• Conventional higher-education assessment practices are argued to be flawed, compartmentalised, standardised and disadvantaging to many students [+W]

Related Strategies¶

• Address generative AI in higher education through assessment redesign and proportional reflective practices rather than surveillance or punitive controls
• Develop GenAI management strategies by identifying the contradictions GenAI access creates in the educational activity system
• Use generative AI to make assessment systems more instructionally relevant, not to reify problematic practices
• Redesign assessment toward progressive, authentic, and reflective methods rather than intensive paperwork

Examples¶

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Key Sources¶

• Dollinger, M., & Nieminen, J. (2026). Reimagining success and failure: equitable assessment practices in an age of AI. Journal of University Teaching and Learning Practice, 23(1). https://doi.org/10.53761/20z06b11