In a discussion of their recently published research article, Thomas Corbin (Deakin University), Phillip Dawson (Deakin), and Danny Liu (University of Sydney) argue that universities must redesign assessments to preserve validity in the era of AI. The authors argue that regulatory strategies for AI use—such as “traffic light” policies and AI-use declarations—are not sufficient. Instead, the authors call for the use of assignments or assessments that make student learning observable, such as asking students to take part in in-class writing or oral reflections on their process. “Structural change means designing assessments where validity is embedded in the task itself, not outsourced to rules or student compliance,” they write.
