A technology-agnostic framework for designing assessments in the era of artificial intelligence

Abstract

There is an urgent need to understand and benefit from artificial intelligence within schools. However, government policies that focus on academic integrity and duty of care do not address how students can leverage AI to enhance their learning nor how teachers can intentionally design assessments to account for AI. The Australian Framework for Generative Artificial Intelligence in Schools suggests that assessments need to clearly state “how generative AI tools should or should not be used” while also permitting a “clear and unbiased evaluation of student ability”. This is a worthy aspiration, yet there are presently few tools and examples to guide teachers in creating assessments. This conceptual paper draws from the field of design to articulate a framework for developing assessments that focuses on AI dialogue and trace-augmented critical reflection.