This OER presents an updated Assessment Redesign Framework for higher education in the age of GenAI. It supports educators and programme teams in designing valid, transparent, and scalable assessments, integrating AI literacy, process-focused approaches, and guidance on AI detection, large cohorts, and emerging agentic AI challenges.
This resource can be applied at module, programme, and institutional levels to support assessment redesign in AI-enhanced learning environments. Educators can use it to review existing assessments, introduce staged tasks, reflective elements, or oral components, and clarify expectations around AI use. Programme teams can apply it during curriculum review to balance AI-restricted and AI-integrated assessments and ensure alignment with learning outcomes and graduate attributes, including AI literacy.
Academic developers and instructional designers can integrate the framework into professional development workshops, curriculum design processes, and assessment policy discussions. It may also be adapted into checklists, templates, or review tools for programme validation, QA processes, and assessment mapping exercises, particularly in contexts involving large cohorts, anonymous marking, or evolving institutional AI guidelines.
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The purpose of these protocols is to assist student teachers and cooperating teachers in schools to have professional conversations together during regular tutorial meetings. Each document requires the use of GenAI but can generate insights or interactions that would be difficult to emulate in paired discussion.
The Graduate Archive Website is a permanent collection of final year artworks and performances across the MTU Faculty of Creative and Performing Arts and Media.
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