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?
Juliana Peloche, Mike Perkins & Jasper Roe consider what utopian and dystopian perspectives reveal about assessment and feedback in the era of generative AI.
Diana Saragi Turnip shares insights from the inaugural Australasian Symposium on Programmatic Approaches to Assessment, including key threads that tied together the day.
UNSW Nexus Fellows Cherie Lucas, Mark Ian Jones & Chris Campbell posit when genAI prompting is used thoughtfully, it represents a cognitive workout and can actually assist in building critical thinking.
