#TalkTeaching - Designing Meaningful Assessments in the Age of Artificial Intelligence: Balancing Innovation with Academic Integrity
Overview:
This session will explore how to design meaningful assessments in the context of rapid advancements in artificial intelligence (AI). As AI becomes increasingly integrated into academic practice, it is essential to develop assessments that both encourage ethical use and support learning outcomes. Participants will be introduced to assessment strategies that promote ethical AI use, with examples from higher education institutions. The workshop will also provide time for attendees to discuss how these approaches can be adapted to their own disciplines. By the end, participants will be equipped with practical tools to design assessments that maintain academic integrity while embracing AI’s potential in learning. This session will spark valuable discussions on how AI can be harnessed to enhance assessment design and the student learning experience.
Objectives:
- Raise Awareness: Increase participants' understanding of the challenges and opportunities AI presents in academic assessments.
- Promote Ethical AI Use: Introduce strategies and examples that encourage the ethical integration of AI into assessments.
- Enhance Assessment Design: Equip participants with practical tools to design assessments that align with learning outcomes while maintaining academic integrity in the context of AI.
- Foster Discipline-Specific Adaptation: Provide opportunities for attendees to discuss and adapt these strategies to their own disciplines.
Facilitator:
Stephen Bunbury, Reader in Law, Co-Chair: BME Colleague Network
Academic Integrity Lead
BHY Create Programme Lead
Bio:
Stephen is a Reader (Associate Professor) in Law at the University of Westminster, specialising in disability law, legal education, and academic integrity, with expertise in Contract and Consumer Law. Called to the Bar in 2024, he combines academic expertise with legal advocacy. Stephen has held various leadership roles, including strategic lead for Equality, Diversity and Inclusion (EDI), Academic Integrity Lead, and School Disability Tutor. He convened the innovative My Graduate Journey module, which culminates in a Final Year Degree Show, and has led numerous undergraduate modules. Stephen’s commitment to inclusive curriculum design is evident through his student-staff partnerships. He received the 2022 Westminster Learning and Teaching Excellence Award.
V1 respect individual learners and diverse groups of learners
V2 promote engagement in learning and equity of opportunity for all to reach their potential
V4 respond to the wider context in which higher education operates, recognising implications for practice
K1 how learners learn, generally and within specific subjects