Rethinking assessment in the age of generative AI

THE growing concern among academics about generative artificial intelligence (GenAI) and its impact on students’ critical thinking is understandable. However, framing AI as the root of the problem risks overlooking a deeper issue that has existed within our higher education system for some time.

For ages, students have long found ways to “outsource” aspects of their thinking when assessment design allows it, whether through shared assignments, model answers or heavy reliance on external assistance.