From product to process: Redesigning assessments in the context of generative artificial intelligence

With the mainstream emergence of generative AI (GenAI) in late 2022, attention turned almost immediately in higher education to the integrity and reliability of assessments as a way to measure students’ learning. This short paper focuses on a specific ideological method to both mitigate the effects of, and work with, GenAI within the assessment space – that of focusing on process over product. We offer a set of questions that practitioners can apply to their assessment design to help ensure that it both accounts for and works with GenAI technology, as a first tentative step towards AI-enabled assessments. This article was published open access under a CC BY licence: https://creativecommons.org/licenses/by/4.0/ .