Moving Towards More Authentic Learning Experiences – Assessing Authentic Generative AI Learning Experiences

This report explores how generative AI is transforming assessment in higher education. As institutions rapidly adapt to the emergence of tools like ChatGPT, responses range from restricting AI use to redesigning assessment so that AI can be meaningfully incorporated. A review of international university guidelines shows growing emphasis on authentic, higher‑order tasks, such as oral examinations, contextualised assignments, staged submissions, and multimodal outputs - approaches that either limit GAI’s effectiveness or leverage it to build students’ digital literacy.

Early research suggests that while generative AI performs well on lower‑level cognitive tasks, it struggles with creativity, contextual reasoning, and the demonstration of process, opening opportunities for new assessment strategies. The report also considers emerging AI‑enabled grading tools and highlights that concerns about academic dishonesty predate AI; cheating is largely driven by motivation, not technology alone. Overall, the rise of GAI presents a significant opportunity to rethink assessment through an intelligence‑augmentation lens, focusing on human strengths, meaningful learning, and preparation for an AI‑enabled future.