Designing University Assessment for a World with Artificial Intelligence
Gebonden Engels 2026 1e druk 9781041317807Samenvatting
Artificial intelligence (AI) presents unprecedented challenges for assessment in higher education, disrupting traditional approaches to evaluating student learning.
In this collection, the editors address these challenges head-on, grounding responses in long-standing assessment principles that have guided educational practice for decades. Rather than panic-driven responses or technological quick fixes, chapter authors offer frameworks for genuine transformation. AI exposes the vital importance of principles such as validity, authenticity, and meaningful learning. From program-wide reforms to innovative oral assessments, this book presents real examples of assessment evolution happening now. The collection explores both theoretical frameworks and practical realities, examining what's changing in classrooms and what these changes mean for the future of education.
By reconnecting with assessment fundamentals while embracing technological possibilities, this essential read provides important insights for teaching and learning scholars, academic developers, assessment designers, institutional leaders and policymakers, and anyone seeking pedagogically sound approaches to assessment design in the AI era.
Specificaties
Lezersrecensies
Inhoudsopgave
Thomas Corbin
SECTION I. Conceptual and theoretical foundations
1. What is needed for assessment now, and how might GenAI influence this?
David Boud
2. Designing assessment for GenAI contexts: Collective learning, integrity and capability
Tim Fawns
3. Measuring what matters in AI-integrated higher education
Jason M. Lodge, Margaret Bearman, Thomas Corbin, and Phillip Dawson
4. What does it mean for students to do their own work? The issue of originality in the age of AI
Jiahui Jess Luo
5. Designing assessment for recognitive feedback
Joanna Tai, Thomas Corbin, and Gene Flenady
6. Assessment in the age of generative AI: The importance of knowledge and knowing responsibly
Jan McArthur
SECTION II. Empirical insights
7. Wicked solutions: The challenge of advising on assessment design after AI
Thomas Corbin, Margaret Bearman, David Boud, and Phillip Dawson
8. Program-wide approaches to changing assessment in response to GenAI
Kelli Nicola-Richmond and Phillip Dawson
9. Learning designers and assessment practice in the age of AI: Navigating the third space
Nhung Nguyen, Michael Henderson, and Keith Heggart
10. Agency now or later? Equity students’ stories of learning with generative artificial intelligence
Nicole Crawford, Margaret Bearman, Joanna Tai, and Jack Walton
11. Originality as texture
Jack Walton and Margaret Bearman
SECTION III. Possible futures
12. Developing student voice through oral assessment: Conceptualising sustainable assessment in the age of AI
Kelly E. Matthews
13. Humanising assessment in an age of AI
Juuso Henrik Nieminen and Margaret Bearman
14. Open tools for the authentic assessment of GenAI-assisted practices
Zachari Swiecki
15. The work of assessment in the age of artificial intelligence: Reflections on aura and friction in university assessment
Nicole Pepperell
16. Cultivating an ethos of attribution as an assessment practice in a postplagiarism era
Sarah Elaine Eaton
17. Return to purpose: The future of assessment and credentials in an age of generative artificial intelligence
Cormac McGrath and Teresa Cerratto Pargman
18. Artificial intelligence and the spirit of assessment scholarship
Margaret Bearman
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