Panel discussion with representatives from across the University
Followed by Q&A

Convened by Dr Rebekah Pryor

Presentations followed by Q&A

Convened by Professor Albert Haddad

Presenters

Associate Professor Mike Perkins SFHEA
Associate Professor and Head, Centre for Research and Innovation, British University of Vietnam

Dr Jasper Roe SFHEA
Head of Department, JCU Language School, James Cook University (Singapore)

Dr Thomas Corbin
Research Fellow, Centre for Research in Assessment and Digital Learning
Deakin University

Transforming Assessment Practices in Higher Education with the AI Assessment Scale (AIAS)

Associate Professor Mike Perkins and Dr Jasper Roe

As the use of Generative Artificial Intelligence (GenAI) technologies have become increasingly ubiquitous in HE, higher education institutions must equip students with the skills and knowledge necessary for an AI-driven future. Although some HEIs have attempted to ban the use of these tools and enforce this through an AI text detection strategy, this session proposes an alternative solution to this challenge. The AI Assessment Scale (AIAS) developed by Perkins et al. (2024), offers a flexible framework for incorporating GenAI into educational assessments while promoting academic integrity and ethical use of these technologies. It consists of five allowable levels of AI use in submitted assessments, ranging from ‘No AI’ to ‘AI Exploration’, enabling educators to design assessments that focus on areas requiring human input and critical thinking. This presentation will explore the challenges of attempting to use a detection-based approach to dealing with GenAI use in assessments, introduce the AIAS as a possible alternative, and discuss the findings of a pilot study of the AIAS at British University Vietnam (BUV) which has demonstrated significant benefits in reducing misconduct and supporting student engagement and attainment. 

Assessment Validity

Dr Thomas Corbin

The rise of generative AI (GenAI) is forcing educators to rethink how assessments are designed to ensure they remain valid measures of student learning. Many institutions have responded with frameworks that provide students with rules on how AI can and cannot be used, such as traffic light systems. While these approaches are appealing in their clarity and ease of communication, they are fundamentally limited by their reliance on students following unenforceable guidelines. 

This talk discusses how rule-based changes fail to address the core issue: the need for assessments that inherently prevent GenAI from undermining validity. It will introduce attendees to a new distinction between two types of assessment redesign—those that simply modify instructions and those that structurally reshape the assessment itself to account for AI’s capabilities. This talk will offer attendees an opportunity to engage with the latest findings at the intersection of GenAI and Higher Education, and offers practical tools to aid in assessment design decision making. 

Workshop facilitated by Dr Thomas Corbin

This workshop will be focused on practical ways to translate the best of Higher Education theory into real world classrooms. Delivered by Dr Thomas Corbin from the Centre for Research in Assessment and Digital Learning (CRADLE), this workshop aims to deliver attendees both a richer understanding of key ideas in Higher Education and the skills to appropriately implement them within their units.

Part 1 – On Learning Outcomes 

The success of any assessment design depends on a clear understanding of what is being aimed at. This is often easier said than done. In this first part of the workshop we will work on practical ways to improve the connection between the content and structure of our courses, and the aims we have for them.

Part 2 – On Assessment Design

Assessment design is currently particularly important because of the emergence of GenAI. However, appropriate assessment design has always been the key to successful teaching. Assessment drives learning, and so it’s crucial we have a clear understanding of how to manipulate the assessment levers in our unit to get the most out of the learning potential we offer our students. In this workshop, we will explore ways to do this. Attendees will have the chance to explore their own units and consider ways in which their assessment structure might be improved.