The emergence of generative AI tools like ChatGPT has sparked widespread concern among educators, particularly those at the tertiary level. Questions abound: “How do we prevent cheating?” “Should we ban AI in assessments?” “Can we trust learners’ work any more?” These uncertainties come from a lack of understanding about AI, its credibility, and how it will affect learners and their work ethic.
While these concerns are valid, focusing solely on policing AI use can divert attention from a more constructive approach. Instead of trying to stop AI use altogether, educators should consider integrating it thoughtfully into their assessment practices. The reality is that AI isn’t going anywhere, and by ignoring it, we risk losing an opportunity to better education practices within the tertiary sector.
A shift in perspective: From policing to redesign
What could happen if educators opened the door to AI and allowed it to reshape how we think about assessment? Rather than attempting to eliminate AI from the assessment process through policing, we can explore ways to incorporate it that enhance learning outcomes and redesign the process. This shift in perspective could look like:
Embracing AI as a learning tool
Encouraging learners to use AI for brainstorming, drafting, and refining their work can foster deeper engagement and understanding. While we don't want learners simply asking generative AI to do all the work for them, they can utilise AI tools to create more thorough outputs.
Focusing on process over product
Assessments can emphasise the learning journey, including how learners interact with AI tools, rather than solely evaluating the final output. Educators can develop a thorough understanding of a learner's process and use those findings to better support their learning style.
Developing critical thinking
Learners can hone their analytical skills and discernment by analysing and critiquing AI-generated content. Instead of taking the content at face value, learners should be encouraged to fact-check their sources and look closely at where the AI-generated information comes from.
Practical strategies for AI-integrated assessments
Allowing learners to incorporate AI in their assessments is an exercise that must be treated with care to ensure it is done safely and effectively. Keeping lines of communication open between educators and learners, asking the right questions and supporting learners through this new way of doing assessments is crucial.
Transparent use policies
Educators should clearly communicate with learners their expectations regarding AI use in assignments, promoting honesty and integrity.
Reflective components
Incorporate reflective tasks where learners critically evaluate and discuss their use of AI tools, what they learned, and how it influenced their work.
Collaborative projects
Design group assignments that require collective input, including documenting group processes, reducing the likelihood of AI misuse and promoting teamwork.
Process documentation
Ask learners to submit drafts and notes alongside final submissions to showcase their development process and how they got from A to B.
Supporting educators in the transition
Adapting to AI-integrated assessments requires educators to have the support and resources they need to understand how it can be used to benefit learners. AI is a constantly evolving tool, so educators must have access to the information they need to keep up with the changes and manage them effectively.
Professional learning and development
Offer workshops and training sessions to educators that are focused on AI literacy and its implications for assessment design.
Resource sharing
Create platforms for educators to share successful strategies and experiences with AI in assessments with colleagues and other educational institutions.
Policy Development
Collaborate with other educators on developing institutional policies that address AI use in a balanced and forward-thinking manner.
Tools for incorporating AI into assessment safely
AI doesn’t have to mean academic integrity is lost. The proper scaffolding can become a tool that strengthens critical thinking and transparency. Feel free to adapt these templates for context or incorporate them into your assessments and policies.
Sample: AI use declaration
This is a simple, honest statement that learners can copy, adapt, and include in their assessments. Encourage learners to treat this like referencing a source. It’s about transparency, not punishment:
Short version: Minimalist use
“I confirm that I used ChatGPT to help brainstorm ideas and rephrase sections of this text. I reviewed and edited all AI-generated content myself. I take responsibility for the final submission.”
Medium version: Process acknowledgement
“I used ChatGPT to generate a draft response to the question. I then edited the content using my own examples and added material from course readings. I have annotated any sections where AI contributed ideas or structure.”
Sample: Rubric wording for AI-aware assessment
Rubric 1 – Written report (Level 4 or 5)
| Criteria | Achieved (✓) | Comments |
| Use of AI is acknowledged | Clear, transparent, honest | |
| Final work shows originality | Includes learner voice | |
| Edits to AI output are substantial | Evidence of reflection or revision | |
| Understanding of topic | Goes beyond surface content |
Rubric 2 – AI-supported reflection task
| Criteria | Achieved (✓) | Comments |
| Learner explains AI use | What tool, why, and how | |
| Critical thinking about AI | Strengths, limits, or bias | |
| Connection to course content | Links AI use to learning | |
| Personal response | Own views or insights |
Embracing the future of assessment
AI is reshaping the educational landscape, and assessments must evolve accordingly. By shifting from a policing mindset to one of redesign and integration, we can create assessment practices that uphold academic integrity and prepare learners for a future where AI is an integral part of their professional lives. Transitioning to a world where AI is used in assessments is not an overnight switch; it requires educators and learners alike to be supported throughout the process, have an open-minded perspective of the benefits it can offer, and work together to establish a way forward that enhances the learning experience, all while keeping traditional teaching and learning practices intact.
For more information on AI integration in tertiary education, check out the links below:
Getting started with AI | This page introduces key concepts, explains how AI differs from general digital tools, and outlines what “AI literacy” means for today’s educators and learners.
AI, assessment, and academic integrity | This guide helps educators rethink assessment in an AI-enabled world — with a focus on fairness, process, and reflective practice.
Organisational policy and leadership | Is your organisation ready for AI? This page offers guidance on developing AI policies, supporting staff capability, managing change, and embedding AI into organisational strategy in a safe, equitable, and future-focused way.
Our full collection of AI resources is available here.
With thanks to Graeme Smith for his significant contribution to this post.
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