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.

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.

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.