Abstract:

The rapid evolution in technological systems, such as artificial intelligence (AI), has created a need to redesign assessments in higher education. This paper investigates the role of co-design workshops in empowering educators to effectively redesign their assessments to address AI misuse by applying Assessment for Learning (AfL) principles. This proposed approach offers a practical solution to overcome common barriers such as time constraints, lack of pedagogical training, and high workload, and fosters collaboration between educators and educational developers. Through a pilot study at a higher education institution, this research evaluates the impact of co-design workshops on educators' confidence in redesigning assessments in the age of AI. Pre- and post-workshop surveys indicate increased confidence in applying AfL principles, fostering assurance of learning, and addressing AI-related challenges in assessment design. The findings suggest that co-design workshops offer a scalable, adaptable approach for enhancing assessment practices across diverse educational contexts.

Keywords:

Co-design workshop, Assessment for Learning, AI misuse, assessment redesign.