Integrating Generative AI Into University Coursework Assessments – a Student Perspective
Medical-science students see value in critiquing AI but resist universal AI integration.
2026-06 · Archive
updatesExplore →
Modality does not equal risk
Online-education practitioners challenge the assumption that physical attendance alone assures learning.
Assuring quality learning in a gen AI-integrated future: adaptive capabilities
TEQSA’s commissioned report connects adaptive capabilities with disciplinary knowledge and learning-process evidence. It proposes process-focused assessment and support for student judgment, agency and self-regulation.
What does assurance of learning actually look like in practice?
UniSQ’s team describes a prototype connecting program outcomes, tasks and assessment security.
An AI marking case study: from four hours to twenty minutes
A classroom case exposes teacher reading, student trust and ambiguous AI feedback.
Just an Exam — Shishufeng EP22
Hanyang and Chongqing use university choices to question the idea that one decision fixes an entire life path.
Standards-Based Grading Six Years Later
★A six-year course reflection exposes implementation failures and teacher workload, grounding assessment reform in practical constraints.
Freeman revisits a coordinated calculus course of 250–450 students and the compromises required to sustain it.
Why personalising education based on student interests doesn’t work
Performance-based adaptation is distinguished from rewriting every topic around a learner’s interests.
No matching updates.
More filters & archive
An index of research, practice, policy and debate on AI in education, across universities, schools and families, with the original source and date for every entry.