AI & Assessment

AI Assessment

The ubiquity of access to generative AI tools has challenged the integrity and validity of assessments in evaluating student learning, while also presenting opportunities to redesign assessments to be more authentic, inclusive and creative. The extent to which generative AI is allowed in completing summative assessments, may depend on , i.e., the knowledge, skills, or experiences the students should be gaining by the end of the course, instructor competency with and preference for using AI, as well as . Regardless of the level at which generative AI use is permitted in assessments, the following principles are important in encouraging meaningful learning in your courses while reducing the risk for AI-facilitated cheating. Also explore the AI assessment scale for ideas on when, why, and how to incorporate the use of AI when designing assessments. 

Create learning outcomes that emphasize varied aspects of  including critical thinking, evaluative, analytical, and metacognitive skills. 

Incorporate course activities and assessments that foster a growth mindset by emphasizing the process of learning, persistence through challenges, and reflection on improvement over time.

Review your existing assessments (e.g., put the assessment instructions in  in ChatGPT) and remove the ones that elicit A or B-level answers from AI tools.

¸é±ð»å±ð²õ¾±²µ²ÔÌýsummative assessments to be authentic and relevant to learning outcomes.

Provide rubrics that clearly outline expectations for student work, and if applicable, incorporating the use of AI.

Familiarize yourself and your students with the university policy on AI tools, data classification standards, and privacy guidelines.

Be transparent with students regarding your reasons for the level of AI usage permitted in the given assessment, your use of AI as an instructor to create assessments, grade or tools used to detect unauthorized use of AI in the syllabus.

Cultivate and promote AI literacy in your class through structured activities,  and sufficient opportunities for students to inform course policy on AI usage.

Provide sufficient support for students by scaffolding assessments, and regular feedback through student self- or peer-based assessments.

Additional Resources:

  • É«½ä³ÉÈËÖ±²¥. (2022). FERPA guidelines for faculty and staff. Office of the Registrar.
  • É«½ä³ÉÈËÖ±²¥. (2024). AI tools list. Office of Information Technology.
  • Corbin, T., Dawson, P., & Liu, D. (2025).. Assessment & Evaluation in Higher Education, 1–11.
  • Langreo, L. (2024, April 26).. EducationWeek.
  • Mills, A. (2022).  WAC Clearinghouse.
  • Silvestrone, S., & Rubman, J. (2024, May 9).. MIT Sloan Teaching & Learning Technologies.
  • MIT Sloan Teaching & Learning Technologies. (2024).. AI Resource Hub.
  • Morrison, D. (2015).. Online Learning Insights.
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