Ensuring assessment survives AI: A menu of tools and resources

With AI transforming the way we teach, learn and assess, questions about assessment are more pressing than ever:

• How do we design secure assessments in the age of ChatGPT?
• How can we be sure our assessments measure what matters?
• Should we allow students to use AI and, if so, how can we support them to use these tools ethically?
• What do our local policies say about this?

As someone who specialises in digital assessments, these are the kinds of question I consider on a daily basis, so I’ve curated a menu of resources that have helped me think through these issues.

Whether you’re looking for a quick explainer, a deep dive into assessment design, or some practical tools to try, this selection offers practical guidance, thought-provoking ideas and sector-wide strategies.

I’ve organised them as a ‘menu’, from quick starters to substantial mains, with some dessert to enjoy afterwards!

These short articles and blog posts give a broad overview or spark reflection.

• Exploring AI and assessment — avoid, outrun or embrace (Attewell, S., 2024) Jisc Blog
  A sharp overview of strategic responses to AI in assessment. Should we fight it, run faster, or work with it?
• Fostering originality in higher education (Awtrey, J., 2024) Inspera Blog
  A practical take on designing assessments that promote originality rather than detecting plagiarism.
• Where are the crescents in AI? (Bali, M., 2024). LSE Higher Education Blog
  Maha Bali, champions the need for cultivating critical AI literacy in our students, and shares tried and tested teaching ideas and exercises for educators
• ChatGPT advice academics can use now (D’Agostino, S., 2023) Inside Higher Ed
• How to encourage academic integrity in the age of generative AI (OUCEA, 2024) Oxford University Centre for Educational Assessment Blog
  Practical advice grounded in evidence about promoting integrity without reverting to surveillance.
• Universities’ AI safeguards promote ‘enforcement illusion’ (Ross, J., 2025) Times Higher Education
  Cheating matters but redrawing assessment matters most. Two short opinion pieces on policy and practice tensions.
• Assessment in the age of AI — unis must do more than tell students what not to do (Corbin, T., Dawson, P., Liu, D., 2025) The Conversation
  Advocates for proactive, constructive strategies over restrictive messaging.
• Can’t that assignment be completed with genAI?  (De Vita, K., Brown, G., 2024) AACSB
  A checklist-based reflection tool to assess the vulnerability of tasks to AI automation.

Some longer-form resources which  dig deeper into AI, assessment, and academic integrity.

• Reconsidering Assessment for the ChatGPT Era: QAA advice on developing sustainable assessment strategies (QAA, 2023) QAA Report
  A comprehensive guide for institutions grappling with assessment validity, fairness, and redesign.
• How AI can be used meaningfully by teachers and students in 2023 (Liu, D., Ho, E., Weeks, R., and Bridgeman, A., 2023) University of Sydney
  Examples and suggestions for productive, ethical AI use in teaching and learning.
• What to do about assessments if we can’t out-design or out-run AI? (Liu, D., and Bridgeman, A., 2023) University of Sydney
  Explores fundamental rethinks in assessment practice, with discipline-based scenarios.
• HEPI/Kortext AI survey shows explosive increase in the use of generative AI tools by students (Freeman, J., 2025) HEPI Report
  Sector data on AI adoption, student usage, and staff preparedness.
• Assessment reform for the age of artificial intelligence (Lodge, J., Howard, S., Bearman, M., Dawson, P., & Associates, 2023) Tertiary Education Quality and Standards Agency
  Recommendations for policy-makers and providers on adapting assessment models.
• The evolving risk to academic integrity posed by generative artificial intelligence (TEQSA, 2024) TEQSA
  This report provides ideas about steps that can be taken immediately to address the risks to academic integrity posed by generative AI
• Talk is cheap: Why structural assessment changes are needed for a time of GenAI (Corbin, T., Dawson, P., & Liu, D., 2025) Assessment & Evaluation in Higher Education
  Argues for deep curricular change, not just updated guidelines, in response to AI.
• Validity matters more than cheating (Dawson, P., Bearman, M., Dollinger, M., & Boud, D., 2024) Assessment & Evaluation in Higher Education
  Argues that assessment quality, not cheating prevention, should drive AI-era reforms.
• The future of assessment: Five principles, five targets for 2025 (Jisc, 2020)
  A strategic vision of how UK HE can evolve assessment to be fit for an AI-enabled future.
• A Framework for the learning and leaching of critical AI literacy skills (Open University, 2025)
  Defines core AI literacy skills and how to embed them into curricula.

Useful tools and templates for designing or reviewing assessments in the AI era.

• AI and assessment: Designing assessment for achievement and demonstration of learning outcomes (Monash University, 2023)
  Practical guidance for designing secure and authentic assessments.
• A five-dimensional framework for the integration of AI in authentic assessment (Cruz Garcia, M., 2024)
  Step-by-step support to help educators rethink tasks in light of generative AI.
• How to use genAI for assessment (Sheffield University, 2024)
  Examples of AI-enhanced assessment design, with staff development materials.
• How can generative AI be used in learning and teaching (QAA, nd.)
  FAQ-style resource for educators looking to integrate AI into pedagogy.
• AI in education (Sydney University, nd.)
  A Canvas course for students, built by students, to provide ways to use generative artificial intelligence productively and responsibly as part of the learning journey in university.
• Jisc – Learner resources on generative AI for further education (Jisc, 2025)
  Aimed at further education, but with transferable advice for HE contexts. Practical resources to help learners explore how AI can support their studies.
• The AI Literacy Institute
  Educational hub with resources for developing AI literacy across sectors.
• Artificial Intelligence Literacy (Newcastle University) Academic Skills Kit
  Scaffolded resources for student awareness, practice, and ethics.
• Authentic Assessment Top Trumps (Arnold, L., 2022)
  A playful but practical card deck to help teams compare and reflect on different assessment types.
• Assessment and feedback in higher education (Advance HE)
  Practical tools for improving assessment design and student experience.
• Essential frameworks for enhancing student success: Enhancing assessment in higher education (Advance HE, 2024)
  A strategy-led approach to making assessments fit for digital and AI-rich environments.
• King’s guidance on generative AI for teaching, assessment and feedback (Kings College London, 2025)
  Policy-aligned advice on appropriate AI use in academic settings.
• Assessment ideas for an AI enabled world (Bowditch, I., nd.) Jisc
  A toolkit of ideas and examples that can be adapted across disciplines.

Documents that clarify your institution’s or sector’s stance on AI in education.

• Artificial Intelligence (AI) Policy (University of London, 2024)
  Outlines how staff and students at our institution are expected to engage with AI tools.
• Russell Group principles on the use of generative AI tools in education (Russell Group, 2025)
  Sector-level consensus on responsible, ethical and constructive use of AI in learning.

Resources that don’t fit neatly elsewhere but offer valuable or provocative perspectives.

• What you need to know about UNESCO’s new AI competency frameworks for students and teachers (UNESCO, 2025)
  Global perspective on the digital and ethical competencies AI demands of students and teachers.
• TalkingHE Podcast
  A podcast for higher education bringing you perspectives and insights into the sector.
• Future Teacher Talks UK Webinars
  Webinar series tackling hot topics, including assessment and AI.
• Podcast: Assessment Reform for the Age of Artificial Intelligence (Lodge,J., 2024)
  Jason Lodge discusses assessment reform for the age of artificial intelligence on episode 528 of the Teaching in Higher Ed podcast.

Finally some questions for you to consider:

• Which part of the assessment process could AI support — and where should it be limited?
• What does ‘authentic assessment’ mean in your discipline, now that generative AI is available?
• How do we balance fairness, accessibility, and innovation when integrating AI in assessments?
• What role should students have in shaping AI policies and practices around assessment?
• How might we redesign assessments to focus on creativity, critical thinking, and problem-solving in an AI-rich environment?
• What support and training do educators need to confidently design AI-aware assessments?
• How can institutions build trust in AI-enabled assessments among students, faculty, and external stakeholders?

As you explore these resources, consider bringing some of these questions to your next team meeting or programme review. This isn’t just a technological shift, it’s a chance to rethink what meaningful learning looks like.

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Note: Parts of this blog post were developed with the assistance of AI (ChatGPT) to help refine wording and structure. All final content was reviewed and edited by the author.

Food icons by Nanik haq from Noun Project (CC BY 3.0)

Photo by Spencer Davis on Unsplash