Carl Sherwood explains how identity-verified assessment can be used alongside online tasks to check students’ understanding and foster collaborative learning.
Have you considered the dark side of genAI? Janine Arantes certainly has. In this post, Janine explores the capacity of genAI to cause psychosocial harm, particularly for those undertaking carework.
Daniel Andrews, Georgina Stephens & Tim Fawns unpack the argument that securing assessment in the genAI era is a waste of time; and in doing so lead us to reconsider what really matters when we assess students.
Ella Collins-White & Monique Laura explore what happens when we stop asking educators to work in the margins and instead create space for collaborative, inclusive education design.
Donna Lu invites us to consider the implications of AI in assessment and the opportunity we have to create something better. Can you pull off a half-pike twist with your assessment design, or will you end up with a belly flop?
