Kam Kaur invites us to reassess what counts as knowledge when assessing students.

Dimanthinie De Silva discussed how we can design an assessment regime by leaning into continuity

Ben Harris-Roxas poses a simple but vital question: What does it actually mean to secure an assessment?

Rachel M. Campbell explores a system for kindness at universities, which centres around assessment design, feedback & communication.

Mahmoud Elkhodr & Ergun Gide explore a structured framework (SAGE) to allow students to meaningfully use AI, while extending beyond the AI outputs.

Jennifer Sun, Amanda Kennedy, Sandis Zeivots, Andrew Cram & Yuan Liao discuss a co-design approach to assessment involving not only lecturers but students, tutors and ed designers.

Bronwyn Alton reimagines what assessment may look like as we enter the age of AI and the role of real-world assessment tasks.

Albert Munoz showcases a tool which can establish how vulnerable our MCQs are to student use of genAI.

Ruby-Ngoc Nguyen, Walter Barbieri & Emily Dollman investigate the paradox of security in creative assessments, and in the process reveal key insights about assessment in the age of AI.

Carl Sherwood explains how identity-verified assessment can be used alongside online tasks to check students’ understanding and foster collaborative learning.