Navigating assessments in the age of generative artificial intelligence: Conceptualizing the transformation

Evidence shows that the existing literature has not rigorously examined how Gen AI impacts assessments in higher education and there is no concrete guide to facilitate the design of assessments that empowers the optimized usage of Gen AI in students' learning assessments. Studies have emphasized the importance of adopting Gen AI-oriented assessment and its supporting learning designs to address the evolving learning needs and attainment of quality learning outcomes.Our paper serves as an intervention to address the compelling need to address the anxiety and vagueness about the appropriateness and imperatively to provide scaffolded directions on the efficacy of assessment design in the Gen AI learning environment. We offered evidence-based insights and provided scaffolded guidance on how assessments can be re-designed, re-created, and executed with re-focused learning outcomes. To address and incorporate the rapidly evolving Gen AI disruptive changes and interventions, we advocate on how teachers should rethink, re-design, and incorporate the necessary changes in their assessment designs. Evidence shows that the existing literature has not rigorously examined how Gen AI impacts assessments in higher education and there is no concrete guide to facilitate the design of assessments that empowers the optimized usage of Gen AI in students' learning assessments. Studies have emphasized the importance of adopting Gen AI-oriented assessment and its supporting learning designs to address the evolving learning needs and attainment of quality learning outcomes.Our paper serves as an intervention to address the compelling need to address the anxiety and vagueness about the appropriateness and imperatively to provide scaffolded directions on the efficacy of assessment design in the Gen AI learning environment. We offered evidence-based insights and provided scaffolded guidance on how assessments can be re-designed, re-created, and executed with re-focused learning outcomes. To address and incorporate the rapidly evolving Gen AI disruptive changes and interventions, we advocate on how teachers should rethink, re-design, and incorporate the necessary changes in their assessment designs.