PURPOSE

Problem Statement: Generative AI can produce polished academic work in seconds, which means assessments designed around final products may no longer measure what we intend them to measure.

Why it matters: Students are using AI tools in their coursework. The question is no longer whether that is happening. The question is whether your assessment design accounts for it.

Today's deliverable: You will leave with a revised or newly designed assessment task, or a concrete redesign plan for an existing one, grounded in process-focused principles and documented with your decision rationale.

PROCESS

Key Vocabulary (plain language):

Wicked problem: A challenge with no perfect solution, only better or worse responses that require ongoing adjustment.
Assessment validity: Whether your assessment actually measures the learning it claims to measure.
Process-focused assessment: Designing tasks that capture how students think and develop work, not just the final submission.
AI literacy: The ability to use, question, and evaluate AI outputs critically and ethically.
Cognitive offloading: Using an external tool (like AI) to handle mental work, raising questions about what skills are strengthened or lost.
Equity in assessment: Ensuring your design does not advantage students with paid AI subscriptions or disadvantage students with limited prior AI experience.
Multi-literacies mindset: Recognizing that students need skills beyond reading and writing, including the ability to interpret, evaluate, and produce across digital and AI-enabled contexts.

Five-Step Process for AI-Responsive Assessment Redesign:

Clarify purpose first. What do students need to learn and demonstrate? Write that down before you make any decision about AI.
Map the trade-offs. Identify what you gain and what you risk with each design option. Security versus authenticity. Authenticity versus feasibility.
Shift toward process evidence. Ask: can this task be redesigned to show how students think, not just what they produce? Consider drafts, reflections, decision logs, oral components, or annotated revisions.
Test your assessment with AI. Run your existing prompt through a generative AI tool yourself. What does it produce? Does that output demonstrate the learning you are assessing? If not, why not? That answer shapes your redesign.
Communicate your rationale to students. Be transparent about why you made the choices you did. Students who understand the reasoning are better positioned to engage with integrity.

Worked Example:

Original task: "Write a 1,500-word argumentative essay on the impact of AI in the workplace."

Redesigned task: "Submit a 500-word position statement on AI in the workplace, along with three annotated drafts showing your reasoning process and at least two places where you revised your argument based on new information or feedback."

Why it works: The annotated drafts make the student's thinking visible. AI can generate a polished position statement, but it cannot generate your documented reasoning process, your specific revisions, or your articulation of why you changed your mind. The redesign also builds evaluative judgment, a skill the guide emphasizes.

PRODUCE

The Drafting Task: Redesign one existing assessment task or draft a new one that shifts emphasis from final product to process, and that explicitly accounts for how students are likely to use generative AI in their discipline.

Two Completion Options:

Option A (Standard): Write a 200-300 word redesigned task prompt plus a 3-5 sentence rationale explaining how the redesign addresses at least one trade-off from the guide's framework.

Option B (Accessibility Option): Use a voice memo, a sketch/diagram, or a bulleted outline to capture your redesigned task and rationale. No sentence structure required. What matters is that your core decisions are documented.

Constraints: Work with one specific course and one specific assessment. Fifteen minutes. Resist the urge to solve every assessment in every course today.

Support Ladder:

Tier 1 (Getting started): Look at the Five-Step Process above. Complete only Step 1 and Step 2 for your chosen assessment before you attempt a redesign.

Tier 2 (Stuck on the redesign): Ask yourself: "Where in this task does the student's thinking become visible to me?" If the answer is nowhere, that is your starting point. Add one element that requires visible thinking.

Tier 3 (Unsure if your redesign is an improvement): Ask a colleague to run your revised prompt through a generative AI tool. If the AI output does not demonstrate the learning you are targeting, your redesign is moving in the right direction.

PACKAGE

Submit your infographic and insight to the LinkedIn discussion.

Share three things in your post:

Main takeaway for your specific job: What did you learn that matters for your actual teaching context? Be specific.
Where you got that insight from: Which disciplinary perspective surfaced this? What did you ask the AI that revealed it?
What you're going to do with that information: One concrete action you'll take in the next two weeks because of this exploration.

React with ❤️ on posts that give you ideas for your own practice.

SOURCE

Report abuse