Practical Implications of Generative AI on Assessment: Snapshot of Early Reactions to Assessment Redesign in an HRM and a Psychology Course

Abstract

The advent of Generative AI (GAI) tools such as ChatGPT, Google Gemini, and Microsoft Copilot has significantly impacted higher education. This exploratory study investigates the current perspectives of lecturers in Human Resource Management and Psychology on adapting assessment strategies in response to GAI developments. Through an online questionnaire, qualitative data was collected from 12 academics, revealing a shift towards more authentic and process-oriented assessments. The findings highlight the dual role of GAI: while it poses risks to academic integrity, contrary to the common perception, it also offers opportunities to enhance assessment authenticity and student engagement. Participating educators reported various adaptations, including the integration of GAI into assessment tasks, increased use of group-based projects, and the implementation of time-limited and context-specific assignments. The study emphasises the need for continuous evolution in assessment practices to maintain academic integrity and effectively measure student learning outcomes in the GAI era. Further research should focus on longitudinal studies to track the impact of these changes over time, to identify the merits and any shortcomings of these new assessment approaches.

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