Abstract:

As Artificial Intelligence continues to forge ahead, Higher Education Institutions (HEIs) are faced with a multitude of challenges regarding intellectual integrity. In addition to supporting lecturers and students to leverage AI tools ethically, HEIs have the challenge of reengineering the face of assessments. In the past, assignments, essays and portfolio of evidence were effective methods to assess the extent to which students achieved their learning objectives. However, this is no longer the case as AI tools very easily complete these types of assessments.

This study investigates lecturers’ experiences of leveraging artificial intelligence (AI) supported quiz tools as an AI-resistant assessment method and to enhance teaching and learning (T&L) in a Higher Education context. Following a faculty AI training initiative, lecturers were encouraged to design and implement auto-graded quizzes as formative assessment tasks using both embedded Learning Management System (LMS) quiz tools and third-party platforms such as Quizizz. The study draws on survey data from fifteen Humanities lecturers who reflected on their experiences of designing, creating, and implementing quizzes following the training. Lecturers’ perceptions of the ease of adapting course content into quiz format, their confidence in using LMS quiz tools, and the effectiveness of training in supporting quiz development are explored.

The findings highlight lecturers’ perceptions of student participation, the role of automated feedback in supporting formative assessment, and the practical challenges encountered in quiz design. While many participants reported positive experiences with quiz-based assessments for increasing student engagement and providing immediate feedback, they also identified the need for additional technical guidance and pedagogical support to optimise quiz design, especially for content-heavy modules which are characteristic in the Faculty of Humanities. The study contributes to the growing body of research on AI-supported assessment practices by exploring how lecturers integrate automated quiz tools into their teaching and how institutional training initiatives can support the effective adoption of these technologies in HEIs.

Keywords:

Artificial intelligence in education, formative assessment, AI-supported quizzes, learning management systems, higher education, lecturer professional development, intellectual integrity.