Rethink authentic assessment for the generative AI era

The inclusion of generative AI (GenAI) in assessment design is an acknowledgment of its ubiquity – and how important it will be in the future workplace. But it’s also an opportunity to reimagine learning, and how we foster creativity and higher order thinking. 

Reflecting on my experience designing a digital media production module for hospitality business students, GenAI can transform assessments into authentic, future-focused applied learning experiences. Here, I’ve identified key practices that can help instructors meaningfully integrate GenAI into assessments.

Redefine authentic assessment

A major insight I gained is the importance of creating assessments that prepare students for real-world challenges. In my module, I collaborated with a hospitality business client to sponsor a design brief for students, which would ideate a preferred future while addressing their key challenges. This element of authenticity allowed the students to see themselves in a future workplace, and prototype solutions for a transformation of the hospitality industry. The theme resonated deeply with them, encouraging deep reflections on their roles as current students and future industry professionals. 

• AI as a catalyst for assessment innovation
• The evolution of assignments in the age of generative AI
• Assessing the GenAI process, not the output

One of the most rewarding aspects of the module was the collaborative energy it inspired. Students worked together, iterating on prompts and refining outputs, which led to richer, more creative outputs. The studio-like environment encouraged experimentation and provided a safe space to take risks, fail and try again – a crucial aspect of fostering innovation. Importantly, as their instructor, I collaborated with them as well. Modelling curiosity and a willingness to experiment with the tools created a shared journey of discovery between us. I showed curiosity rather than scepticism, to foster a culture of trust and shared exploration. 

By leveraging GenAI tools, the authentic assessment moved beyond routine summative tasks and allowed students to engage deeply with a human-centred approach to problem-solving and creativity. This approach aligns with Ruben Puentedura’s SAMR model, which encourages instructors to design assessments at a redefinition level – the creation of tasks that would otherwise be inconceivable. In the past, students relied on low-fidelity tools such as Post-It notes or sketches for prototyping. In my class, students envisioned transformative ideas and prototyped visuals for the client using technological tools. 

So, consider how your assessments can leverage GenAI to go beyond substitution or augmentation. You can also focus on creating tasks that challenge students to think critically and creatively, allowing them to apply their learning and design multimedia prototypes for real-world contexts.

Align technology with pedagogical intent

I firmly believe that the integration of GenAI tools into assessments must be grounded in clear pedagogical goals. The module aligned the use of GenAI tools with Critical Design Futures Thinking, a framework that helps students envision alternative scenarios with an instructional approach that uses Question Starters, which are deliberately open-ended prompts so students learn to ask good questions. They practise divergent and convergent thinking more deeply on multifaceted real-world issues and propose innovative solutions. This approach helped students expand their cognitive boundaries, as they engage in what I call “intellectual sparring” with the GenAI tools and among themselves. 

The Question Starters guide students in anticipating future scenarios and uncertainties. The prompts help them develop flexibility in futures thinking, as they integrate emerging trends and technologies into their projects in ways that demonstrate forward thinking and adaptability. For example, by asking “Why now?”, students became aware of the urgency for timely innovation, compelling them to unearth unseen possibilities and prepare for future shifts in their chosen domain.

This accessibility helps every student believe they can be a designer, levelling the playing field in disciplines traditionally constrained by technical expertise. Drawing on Punya Mishra and Matthew J. Koehler’s TPACK framework, I ensured that technology was not just a convenient add-on, but a catalyst for intentional and meaningful applied learning. This alignment between technology, pedagogy and content helped students develop critical competence, design dexterity and futures flexibility – mindsets essential for navigating the uncertain, complex landscapes of the future workplace. 

I would recommend that you reflect on your pedagogical goals before introducing AI tools when redesigning your assessment. Ask yourself how technology can serve these objectives. Design assessments that integrate AI thoughtfully, ensuring it enhances learning outcomes rather than being a superficial addition.

Embed ethical and societal awareness

The assessment design for this module reflects the evolving needs of students and industries. Students did not just learn to use GenAI tools, they learned to question, critique and apply them thoughtfully. This experience mirrored tasks they are likely to encounter in their future workplaces, blending technical proficiency with critical thinking, and ethical and societal awareness – crucial as we empower students to thrive in an AI-enhanced world. 

As instructors, we must embrace this era of co-learning and co-creating with GenAI, creating a safe environment for experimentation while addressing implications. Our role is not to shy away from AI but to model curiosity and adaptability, ensuring we see these tools as enablers rather than threats. Assessments must remain holistic to prepare students for the ever-changing landscapes of Education 4.0 and Industry 4.0. Consider integrating ethical and societal considerations intentionally into your curriculum from the outset. Encourage students to reflect on the societal impact of their work, ensuring they learn that innovation is not just about what we can do with technology – it is about the choices we make in shaping its use.

GenAI has transformed the landscape of higher education, particularly in assessment design. By integrating these tools into authentic assessments, we can prepare students to thrive in a future where AI is ubiquitous. 

This journey is as much about modelling mindsets as it is developing skills. We ought to show students that we are co-learners and co-creators in this space. By encouraging play and experimentation, and embedding ethical considerations into our teaching, we create a foundation for applied learning and innovation for life.

Nadya Shaznay Patel is assistant professor in business, communication and design at Singapore Institute of Technology.

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