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Gurung, Rudhara, Kacha, Hiren, Rysbekova, Gulzhan, Sahi, Dammer and Snasdell, Abi (2025) What are the practical and ethical considerations of assessing in an age of AI? How can we harness what is happening with Generative AI to leverage the development of more creative and engaging assessments? In: 22nd London Met Learning and Teaching Conference, 24 June 2025, London, UK.
This project builds on Evan’s (2022) Equity, Agency and Transparency (EAT) framework and its extension by Waring and Evans (2024), integrating London Metropolitan University’s current Assessment Principles and Perkins et al.’s (2024) Artificial Intelligence Assessment Scale (AIAS). It explores how artificial intelligence (AI) can be ethically and effectively incorporated into higher education assessment to enhance learner agency, inclusivity, and authenticity. AI-driven tools offer opportunities to personalise feedback, reduce administrative burdens, and foster deeper engagement and creativity in learning (Sağın et al., 2023; Wood & Moss, 2024). Alongside these benefits, institutions are experimenting with authentic assessment formats, such as oral presentations, reflective journals, and real-world problem-solving tasks, that strengthen academic integrity and contextual application of knowledge (QAA, 2023a; Xia et al., 2024). Findings from a student survey indicate strong awareness of AI tools (100%), but limited understanding of their underlying mechanics (38%), highlighting the urgent need for AI literacy as part of digital pedagogy. By aligning AI integration with principles of equity, transparency, and social justice, this study proposes an inclusive framework for AI-aware assessment that prepares students for future workforce realities while maintaining rigour, fairness, and trust in higher education.
Group_6_AI_Introduction_Artefact.mp4 - Presentation
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Group 6 Commentary.pdf - Accepted Version
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