Why feedback matters (and matters more) for open assessments
The ability and availability of generative AI tools — which can complete many of our assessments, including quizzes, assignments, reports, reflections and presentations, potentially…
Guide for markers of open assessments
Purpose of this guide This guide supports markers working with open (Lane 2) assessments which are designed as assessment for learning and where any AI…
False flags and broken trust – Can we tell if AI has been used?
A recent ABC news investigation and Sydney Morning Herald story revealed the human cost of the use of AI detectors in some universities and…
Two parallel lanes: the roadmap for a future-ready transformative education
Generative AI is a revolutionary technology whose impact on society, industry and individuals is likely to be far larger than the invention of the…
Navigating AI in Higher Education: tasks ahead for 2025 and 2026
The rise of generative AI marks a seismic shift in education: one that rivals the impact of the internet, the printing press, and electricity….
How to design custom AIs that can propel learning
Cogniti, a platform that lets educators easily build their own generative AI ‘agents’, offers exciting opportunities to enhance teaching and learning. The key to…
The Sydney Assessment Framework
The 6,700 unit of study availabilities in 2024 each had an average of 4.4 assessments. Students took around 30,000 individual assessments and there were…
Aligning our assessments to the age of generative AI
TL;DR: The reality of assessment in the age of generative AI Generative AI tools exist that can accurately create content (including written work, images,…
Program level assessment design and the two-lane approach
The University’s ‘two-lane approach’ to assessment, summarised below in Table 1, focuses attention on the legislated need to ensure our graduates have met the…
Rules, access, familiarity, and trust – A practical approach to addressing generative AI in education
TEQSA recently asked all higher education institutions to reflect “meaningfully on the impact of generative AI” on teaching, learning and assessment practices and develop…