Assessing Assessment: Challenges and Opportunities

Session recording

Session summary

This conference session explored how higher education institutions were rethinking assessment in response to changing student needs, regulatory pressures, technological advances and the rapid emergence of generative AI. Panellists discussed the growing need to ensure that assessment remained both academically rigorous and relevant to the skills graduates would need in the workplace.

A key theme was the shift towards more authentic forms of assessment that better reflected real-world professional contexts. Traditional examinations were increasingly being challenged, with several institutions adopting an “assessment by exception” approach in which exams were only used where there was a clear pedagogical or professional requirement. The discussion highlighted a move towards programme-level assessment design, reducing unnecessary assessment volume and creating better opportunities for students to apply feedback across their studies.

Student wellbeing, equity and inclusion were also central to the conversation. Speakers emphasised the importance of designing assessments that supported learning rather than simply measuring attainment. Reducing assessment overload, avoiding deadline clashes and ensuring students understood expectations were all seen as important ways of improving outcomes and reducing unnecessary stress. Inclusive assessment design was presented as a means of supporting all learners while also addressing the needs of diverse student populations.

The impact of generative AI featured prominently throughout the session. Rather than focusing solely on detecting misconduct, panellists argued that institutions should redesign assessments to maintain academic integrity and develop critical thinking skills in an AI-enabled world. There was broad agreement that attempting to “out-detect” increasingly sophisticated AI tools was unlikely to be a sustainable long-term strategy. Instead, authentic, applied and skills-based assessments were viewed as more effective approaches.

The session also examined the role of technology in enabling large-scale assessment delivery and administration. Speakers shared examples of how standardised systems, integrated workflows and digital assessment platforms had improved consistency, reduced administrative burden and allowed for more personalised support. Technology was described as an enabler of institutional strategy rather than a solution in itself, with successful implementation depending on clear objectives, strong governance and collaboration between institutions and suppliers.

Looking ahead, panellists predicted continued growth in programme-level assessment, increased use of oral assessments, greater flexibility in how students demonstrated learning outcomes and stronger links between assessment and employability. Employers were identified as an increasingly important stakeholder in shaping assessment practices.

The session concluded with a call for greater collaboration across the sector. Institutions were encouraged to share experiences, review existing assessment portfolios, simplify unnecessary complexity and ensure that assessment design remained aligned with educational goals, student success and the evolving demands of the future workforce.