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University assessment and quality assurance

Strategies to improve university assessment for students and educators. Here, academics offer guidance on assessment design, covering formative, summative and diagnostic approaches, authentic assessment and how to give useful feedback. You will also find advice on exam preparation, ungrading, managing GenAI, preventing cheating and upholding academic integrity.

human intelligence v AI on scales illustration

Assessments that maintain fairness and authenticity without AI

In-person, reflective and analytical tasks require students to apply their learning in real-world ways that AI can’t easily replicate. Here are eight ways to tailor AI-resistant assessment

Temesgen Kifle

The University of Queensland

The transformative power of immersive field studies

Embracing experience in teaching can bring the curriculum to life and help students forge their own learning journey. Here are five benefits it offers

Myria Georgiou, Afroditi Koulaxi

The London School of Economics and Political Science

A lecturer speaks to a group of students

Four ways to tap into students’ family experiences for better learning

Using students’ family experiences as a jumping-off point for learning can help engage them and prepare them for the workforce. Here’s how to do it

Ankit Agarwal

University of Adelaide

A group of students fist-bump over a table of work

Spark creativity in your students – and boost their employability

Thinking creatively is a crucial skill for the future workplace. But how can we instil it in today’s students?

Sarah Montano, Inci Toral

University of Birmingham

Learning objectives as a tool to guide post-Covid learning

Instructors can use specific learning objectives to spark greater reflection and self-regulated learning in students. Here’s a step-by-step guide to aligning learning, course and curriculum outcomes

Jeremy Hsu

Chapman University

How to embed critical thinking from course design to assessment

Critical thinking is an essential, human skill. This practical advice aims to help university educators nurture and enhance students’ ability to analyse and evaluate information at all stages of teaching

M. C. Zhang

Macau University of Science and Technology

Campus talks: university success stories in managing AI and building digital capacity

Find out how two universities, in Hong Kong and the UK, are embracing generative AI and building institution-wide digital expertise

Julia Chen, Helen Cocks

The Hong Kong Polytechnic University, The University of Exeter

A young woman presents on a screen as someone takes notes

Flip students’ presentations for more in-depth learning

Ask students to record presentations ahead of class, in order to free up time for in-depth questions, discussion and feedback when together in person, and enable fairer assessment

Eric Tsui

The Hong Kong Polytechnic University

A teacher filming herself giving video feedback for her students

Why we should be giving feedback via video

Reasons for adopting video as an assessment feedback method plus how to implement it

Wennie Subramonian

The University of Manchester

Connecting adult learning principles, assessment and academic integrity

Adult learning principles and authentic assessment can offer ways for educators to not only prevent academic misconduct but also give students a chance to demonstrate skills that employers want to see in graduates

Carl Sherwood, John Raiti

The University of Queensland

A group of people brainstorm around an office table

Ten tips when building a centralised evaluation unit

How can we establish and develop evaluation activities to show what support and interventions affect the student experience, as well as their learning, outcomes and destinations?

Steve Briggs, Diana Pritchard, Sibel Kaya

University of Bedfordshire

A hand carves out a heart from South Korean delicacy dalgona candy

Green light student engagement: Squid Game tactics in the classroom

Gamifying your classroom can help foster learning, offers a cheat-free method of assessment and creates a memorable experience

Clare Keonha Shin

IÉSEG School of Management

Students in class working on a project together

Events-based authentic assessment that can boost employability

While demonstrating knowledge through exams has its place, how often do we use exam techniques and skills in our daily lives? Events offer a more authentic way to demonstrate and test professional skills

Becky Lewis, Colin McClure

The University of East Anglia, Queen’s University Belfast

Students need a balanced diet of assessment practices

Let's evaluate the process and products of our assessments and incorporate innovative elements to better emulate real-world tasks, write David Tree, Stephanie Baines, Pauldy Otermans, Nicholas Worsfold and Emily Hobson

Multiple authors

Brunel University London , The University of East Anglia

Three business people consider a document

For learning design projects, build the time to reflect on the past into your future

Reflective practice is essential for continuous improvement in learning design. Paul John Gregory Moss, Richard McInnes and Simon Marek explain how to incorporate structured reflection into project scopes

Paul Moss, Richard McInnes, Simon Marek

University of Adelaide

Why I ban AI use for writing assignments

Students may see handwriting essays in class as a needlessly time-consuming approach to assignments, but I want them to learn how to engage with arguments, develop their own views and convey them effectively, writes James Stacey Taylor

James Stacey Taylor

The College of New Jersey

How environmental issues can unite and inspire diverse student groups

Looking for ideas for next semester’s projects? Climate change could be the answer, whatever your students’ field of study, writes Jim Entwistle

Jim Entwistle

Teesside University

Partner with industry for authentic learning and assessment

Getting students workplace-ready is a challenge. By partnering with industry, lecturers can offer authentic learning experiences and assessments that equip students for future success in their chosen fields

Richard Bowater, Sarah Rayment, Michael Loughlin

The University of East Anglia, Nottingham Trent University

What block learning taught me about meeting diverse student needs

In block learning, where time is condensed, students are at a greater risk of falling behind. Here, Kevin Merry explains how formative assessment can drive targeted instruction and enable students to accelerate their learning

Kevin L. Merry

Global Banking School

Giving students options when it comes to assessment

By identifying the types of feasible options in assessment and discussing them with your students, you will naturally build their confidence in their assessment, writes Miriam Firth

Miriam Firth

The University of Manchester

Illustration of human and robot in an arm wrestle

RIP assessment?

How can educators make learning and human intelligence visible in the age of GenAI? Abby Osborne and Christopher Bonfield outline a model to rethink assessment and reward non-AI knowledge and understanding

Abby Osborne , Christopher Bonfield

University of Bath

A woman massages her temples in front of a desktop computer

To build resilience, we need to embrace failure in the classroom and beyond

Let’s redefine failure by changing the way we teach, assess and support students and staff. Ibham Veza, Mhadi A. Ismael and Taib Iskandar Mohamad outline how

Ibham Veza, Mhadi A. Ismael , Taib Iskandar Mohamad

Universiti Teknologi Petronas (UTP)

With AI at their fingertips, are students still learning?

The ubiquity of artificial intelligence may be affecting students’ cognitive development. Gareth Morris and Bamidele Akinwolemiwa consider how to address this

Gareth Morris, Bamidele Akinwolemiwa

The University of Nottingham Ningbo China

Tips on implementing a more agile and responsive assessment extensions process

Applying for and managing of extensions for certain assessments within higher education can be time-consuming and stressful for students and staff. Read about how UEA has implemented a more agile process.

Eloise Ellis, Kay Yeoman, Karin Goodby

The University of East Anglia

An illustration of figures loading cogs, books and a lightbulb into a giant head

A whole-organisation approach to digital upskilling is the way forward

The challenge of digital transformation is one universities must rise to, or be left behind. Amanda Taylor-Beswick advocates for an organisation-wide approach

Amanda Taylor-Beswick

University of Cumbria

Two male Asian students working together

An assessment design that promotes learning and academic integrity

Identity-verified assessment can be used alongside online tasks to check students’ understanding and foster collaborative learning, writes Carl Sherwood

Carl Sherwood

The University of Queensland

Moving from individual contributions to team achievements in group projects

Putting the emphasis on a deliberate, reflective approach that emphasises clear goals and active engagement is a better way to prepare students for teamwork in their future careers, write William Owen and Leah Chambers

William J. Owen , Leah Chambers

University of Northern British Columbia

The (AI) sky isn’t falling

Students using generative AI to write their essays is a problem, but it isn’t a crisis, writes Christopher Hallenbrook. We have the tools to tackle the issue of artificial intelligence

Christopher R. Hallenbrook

California State University, Dominguez Hills

AI did not disturb assessment – it just made our mistakes visible

If educators don’t understand the learning processes, they also miss the reasons why students cheat, writes Margault Sacré. Here, she offers an approach to motivate and benchmark progress

Margault Sacré

University of Luxembourg

Leverage large language models to assess soft skills in lifelong learning

Leadership and critical-thinking skills are difficult to measure. Here, Jonna Lee offers case studies that test the idea of integrating large language models into assessment practices as a feedback tool to empower both students and instructors

Jonna Lee

Georgia Tech’s Center for 21st Century Universities

A robot and human hand put two jigsaw puzzle pieces together

Rather than restrict the use of AI, let’s embrace the challenge it offers

Using the AI assessment scale, we can equip students with the skills they’ll need for the future workplace. Mike Perkins and Jasper Roe explain how

Mike Perkins, Jasper Roe

British University Vietnam, James Cook University Singapore

How students’ GenAI skills and reflection affect assignment instructions

The ability to use generative AI is akin to time management or other learning skills that students need practice to master. Here, Vincent Spezzo and Ilya Gokhman offer tips to make sure instructions land equally no matter students’ level of AI experience

Vincent Spezzo, Ilya Gokhman

Georgia Tech’s Center for 21st Century Universities

A hand reaches for a wooden block displaying "AI"

We should be thinking about assessments and AI in a completely different way

Let’s embrace the benefits of AI rather than fearing its impact on academic misconduct. Dilshad Sheikh offers her tips on adopting new technology in pedagogy

Dilshad Sheikh

Arden University

Charting the future: ChatGPT’s impact on nursing education and assessments

Interactive workshops and user-friendly guides can unlock the potential of ChatGPT in assessment and overcome initial hesitation around its use. Here, Dianne Stratton-Maher looks at ethical and responsible use of generative AI

Dianne Stratton-Maher

The University of Southern Queensland

Designing assessments with generative AI in mind

A new era of AI requires a balance between thoughtfully mitigating and responsibly promoting student use of new tools

Kate Crane

Dalhousie University

A robot drops papers as it's caught in a flashlight beam

Is it time to turn off AI detectors?

In this extract from their new book, ‘Teaching with AI: A Practical Guide to a New Era of Human Learning’, José Antonio Bowen and C. Edward Watson discuss the reliability of AI detection tools and how to combat cheating without them

José Antonio Bowen, C. Edward Watson

American Association of Colleges and Universities

AI and assessment redesign: a four-step process

If GenAI tools have ushered in an era in which institutions can no longer assure the integrity of each individual assessment, the sector must focus on assuring the integrity of awards, write Samuel Doherty and Steven Warburton

Samuel Doherty , Steven Warburton

The University of Newcastle, Australia

AI can help fix student evaluations

With large language models to provide reports and analysis, educators can make use of generative AI to improve the process of student evaluations, writes Adnan Ajšić

Adnan Ajšić

American University of Sharjah

Adapt, evolve, elevate: ChatGPT is calling for interdisciplinary action

Our response to ChatGPT and its successors should be one that encourages open, interdisciplinary discourse and supports research investigating AI from every angle

Leanne Ramer

Simon Fraser University

In the cold, unforgiving environment of higher education, embrace the promise of spring

Just as the seasons transition from cold, harsh winters to vibrant springs, educators can navigate the challenges of higher education and find moments of growth and inspiration. John Sinclair shows how

John Sinclair

Colorado State University Global

Wooden blocks are linked together with an AI block in the centre

The three questions that will define the future of higher education

Generative AI is here to stay – how can higher education respond? Julia Chen poses three fundamental questions to explore a strategic vision for the sector

Julia Chen

The Hong Kong Polytechnic University

Going for gold: how to craft a winning TEF submission

Teaching excellence rests on clear principles and agile strategy, collaboration with students and a frank approach to educational gain, write Emily Pollinger and Julian Chaudhuri. Here, they share tips for maintaining and evidencing success

Emily Pollinger , Julian Chaudhuri

University of Bath

A group of people sitting round a laptop

Give educators the skills to bring assessment into the future

How can academics get to grips with the most cutting-edge of assessment tools? Matthew Courtney details how to educate STEM experts on modern assessment systems

Matthew Courtney

Nazarbayev University

A hand holds a paper cut out of a human brain

Let’s break down the barriers blocking neurodivergent people from higher education

How can we help neurodivergent students participate and thrive? Sourav Mukhopadhyay offers advice on making your classroom an inclusive environment for them

Sourav Mukhopadhyay

Nazarbayev University

Supporting students who stammer in higher education

Teaching and assessment approaches that benefit students who stammer are likely to help others in your class. Here, Deborah Johnston offers a 10-point guide to adopting an inclusive mindset and methods

Deborah Johnston

London South Bank University

A group of people put together a giant jigsaw

Entice students back to the classroom with community quizzes

In this post-pandemic landscape, how can we encourage students to turn up to in-person classes and teach them how to learn together? Mark Lechner believes community quizzes are the key

Mark Lechner

Simon Fraser University

Master the art of effective feedback

Providing constructive feedback gives students a launch pad for development. Ibham Veza and Imran Qureshi offer their advice

Ibham Veza, Imran Qureshi

Universiti Teknologi Petronas (UTP)

How to foster a civic mindset in the era of AI

Create spaces that allow small groups of people to see themselves in a broader context, encourage them to dream of what possibilities and opportunities could exist and then help them to take action

Robert Huish

Dalhousie University

Cut down your marking time by using whole-class feedback

Whole-class feedback offers three advantages – it’s time saving, it encourages self-regulation and will help identify any weaknesses in the rubric. Paul Moss shows how it’s done

Paul Moss

University of Adelaide

A human hand writes in a notebook while a robot hand types on a computer

Can academics tell the difference between AI-generated and human-authored content?

A recent study asked students and academics to distinguish between scientific abstracts generated by ChatGPT and those written by humans. Omar Siddique analyses the results

Omar Siddique

University of Adelaide

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