Paul Doornbusch, Jason Torrens

DOI: http://doi.org/10.4208/itl.20260107

Innovative Teaching and Learning, Vol. 8 (2026), Iss. 1 : pp. 116–136

Published online:    2026-5

Abstract

The authors propose the idea that if AI can act as a “magic box” that can give students correct answers in assessments, like a genie, without the students having any understanding or making any effort, then assessment based on such answers has little value. The proposal assessing processes, primarily the process of learning, but this could be embodied in the process of creation. By focusing on assessing the process the authors claim that richer educational experiences can be had that cannot easily be corrupted by the trivial use of AI systems in a world with pervasive AI tools, “authentic” assessment can engage with AI in a manner which will help students to prepare for the real world and enhance their education and understanding, while maintaining academic and assessment integrity.

Keywords

AI, assessment design, academic integrity, cognitive offloading

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