Abstract:

The rise of generative artificial intelligence (GAI) tools such as ChatGPT has profoundly reshaped how students engage with academic tasks, creating new challenges for academic integrity and assessment design. Rather than relying on reactive detection systems to identify AI-generated content, this study explores how educational assessment can proactively evolve by assuming AI use as a baseline condition and emphasizing human cognitive contribution. Adopting a mixed-methods design, the study integrates quantitative survey data and qualitative reflections from both students and teachers to explore perceptions, behaviors, and attitudes toward AI in learning and assessment. The findings aim to identify emerging practices that leverage AI ethically and productively, revealing how educators and learners navigate issues of authorship, creativity, and critical thinking in AI-supported contexts. Building on these findings, the paper proposes a conceptual framework for AI-integrated assessment that promotes higher-order cognitive skills—such as critique, reflection, and creative reasoning—while reinforcing academic integrity. By drawing a parallel to the historical adaptation of assessment following the introduction of calculators, this research contributes to pedagogical theory by redefining the role of human creativity and judgment in an AI-enhanced educational landscape.

Keywords:

Generative Artificial Intelligence, AI-Integrated Assessment, Academic Integrity.