Designing University Assessment for a World with Artificial Intelligence

Häftad, Engelska, 2026

AvThomas Corbin,Juuso Henrik Nieminen,Joanna Tai,Jack Walton,Margaret Bearman

799 kr

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Artificial intelligence 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 longstanding 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.

Produktinformation

Utgivningsdatum2026-11-30
Mått156 x 234 x undefined mm
FormatHäftad
SpråkEngelska
Antal sidor232
FörlagTaylor & Francis Ltd
ISBN9781041317791

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Thomas Corbin is a Lecturer at the Centre for Research in Assessment and Digital Learning at Deakin University, Australia. His research focus is on education and assessment design at the intersection of generative artificial intelligence and work.Juuso Henrik Nieminen is a Senior Research Fellow at the Centre for Research in Assessment and Digital Learning at Deakin University, Australia. His research explores how educational assessment takes shape and shapes people in a social world.Joanna Tai is Associate Professor at the Centre for Research in Assessment and Digital Learning at Deakin University, Australia. Her research interests span student experiences of learning and assessment, inclusive assessment, feedback literacies, evaluative judgement, peer-assisted learning, and research synthesis.Jack Walton is a Lecturer at the Centre for Research in Assessment and Digital Learning at Deakin University, Australia. His main research interests include the assessment of complex and creative work, and the relationship between assessment and generative artificial intelligence. Margaret Bearman is a Research Professor at the Centre for Research in Assessment and Digital Learning, Deakin University, Australia. Her current interests span higher and professional education, including learning, teaching and working in a world with artificial intelligence.

Introduction: Designing university assessment for a world with artificial intelligenceThomas CorbinSECTION I. Conceptual and theoretical foundations1. What is needed for assessment now, and how might GenAI influence this?David Boud2. Designing assessment for GenAI contexts: Collective learning, integrity and capabilityTim Fawns3. Measuring what matters in AI-integrated higher educationJason M. Lodge, Margaret Bearman, Thomas Corbin, and Phillip Dawson4. What does it mean for students to do their own work? The issue of originality in the age of AIJiahui Jess Luo5. Designing assessment for recognitive feedbackJoanna Tai, Thomas Corbin, and Gene Flenady6. Assessment in the age of generative AI: The importance of knowledge and knowing responsiblyJan McArthurSECTION II. Empirical insights7. Wicked solutions: The challenge of advising on assessment design after AIThomas Corbin, Margaret Bearman, David Boud, and Phillip Dawson8. Program-wide approaches to changing assessment in response to GenAIKelli Nicola-Richmond and Phillip Dawson9. Learning designers and assessment practice in the age of AI: Navigating the third spaceNhung Nguyen, Michael Henderson, and Keith Heggart10. Agency now or later? Equity students’ stories of learning with generative artificial intelligenceNicole Crawford, Margaret Bearman, Joanna Tai, and Jack Walton11. Originality as textureJack Walton and Margaret BearmanSECTION III. Possible futures12. Developing student voice through oral assessment: Conceptualising sustainable assessment in the age of AIKelly E. Matthews13. Humanising assessment in an age of AIJuuso Henrik Nieminen and Margaret Bearman14. Open tools for the authentic assessment of GenAI-assisted practicesZachari Swiecki15. The work of assessment in the age of artificial intelligence: Reflections on aura and friction in university assessmentNicole Pepperell16. Cultivating an ethos of attribution as an assessment practice in a postplagiarism eraSarah Elaine Eaton17. Return to purpose: The future of assessment and credentials in an age of generative artificial intelligenceCormac McGrath and Teresa Cerratto Pargman18. Artificial intelligence and the spirit of assessment scholarshipMargaret Bearman