University assessment and quality assurance

Strategies to improve university assessment for students and educators. Here, academics offer guidance on assessment design, covering formative, summative and diagnostic approaches, authentic assessment and how to give useful feedback. You will also find advice on exam preparation, ungrading, managing GenAI, preventing cheating and upholding academic integrity.

By Eliza.Compton , 27 May, 2026

Defining and developing students’ critical AI literacy

Magician conjuring magic out of a hat
By the time they arrive at university, most students are using AI. So, with the lines between AI use and original work increasingly blurred, academia now needs to teach them how to use the tools critically
Reading time
4minutes
By Eliza.Compton , 22 May, 2026

Assessing critical thinking in critical times

Concept of levelling up university assessment in response to GenAI
The advent of generative AI plus questions about the relevance of higher education call for a closer look at how critical thinking skills are taught and measured. Kate Williams offers ways to level up traditional assessment formats
Reading time
4minutes
By Eliza.Compton , 14 May, 2026

Assessing students when artificial intelligence is ubiquitous

Young black woman and older woman working on logistics
If we continue to prioritise memorisation in an age of wall-to-wall information, we send the wrong message to our students and employers. Michelle Seref offers advice on assessment that builds critical thinking skills
Reading time
4minutes
By Eliza.Compton , 13 May, 2026

How to start reimagining assessments authentically

Young man giving a presentation
What does authentic assessment really look like? Through real-world tasks, meaningful application and core knowledge and skills, it supports deeper learning and a more accurate measure of students’ understanding
Reading time
4minutes
By Eliza.Compton , 7 May, 2026

‘Small changes in assessment design can make thinking visible’

Young Black man with thought bubbles
Many concerns about the impact of artificial intelligence on academic integrity and authorship have focused on controlling the tool rather than reconsidering the task, writes Nicole Brownlie. Here, she offers a shift to assess process, not just answers
Reading time
4minutes
University assessment and quality assurance