From Individual to Institutional
2 min readYou now have a redesigned assessment. That’s genuine progress.
But here’s something the framework makes clear: individual module-level redesign is only part of the story. For assessment redesign to be sustainable and equitable, it needs to be thought through at programme level too.
Why? Three reasons:
Coherence
If one module requires reflective essays but another prohibits reflection as ‘filler,’ students get confused. A coherent programme mixes Track 1 and Track 2 approaches deliberately.
Consistency
When one lecturer says ‘AI is off-limits,’ another says ‘use it responsibly,’ and a third says ‘use it, then critique it,’ students don’t develop coherent AI literacy. Programme-level guidance helps.
Equity
If high-risk formats cluster in certain modules or are handled differently across disciplines, some students are disadvantaged. Programme-level thinking shares the burden fairly.
The framework calls this programme-level assessment mapping. You don’t have to do it alone; it’s typically a team activity. But understanding the concept helps you be part of that conversation.
Institutional Support
1.5 min readSustainable assessment redesign requires more than individual educator effort. Institutions have a responsibility to support this work. That support includes:
Professional Development
Training on AI literacy, assessment design, and ethical AI use. Workshops or communities of practice where educators share examples.
Time and Recognition
Release time for programme teams to do assessment mapping. Recognition that redesign takes time — and that’s okay. It’s not something to do in your spare time.
Unified Guidance
Clear institutional AI policy (what’s permitted, when, why). Consistency across the institution so not every department has to invent solutions independently.
Exemplars and Resources
Real examples of redesigned assessments from different disciplines. Templates for assessment briefs, rubrics, and reflection prompts. A shared repository so educators can learn from each other.
Quality Processes
Embedding assessment redesign into existing quality assurance. Annual monitoring that includes assessment strategy. Programme review discussions about balance and coherence.
The framework makes clear: this is not something individual educators should do alone. If you’re redesigning assessments, it’s worth asking: what institutional support would help me do this well?
Activity: Your Next Steps
4 minYou’ve designed a redesigned assessment. Now let’s get practical about next steps. Answer the questions below to create your action plan.
Your Immediate Next Step
Which of these will you do first?
Good. Small pilots are a great way to test ideas. When you pilot, pay attention to: Did students understand the new structure? Did the new stages feel fair? What would you change next time? Pilot → Feedback → Adjust is a healthy cycle.
Excellent. Programme-level thinking is important. When you talk to colleagues, consider: Are there other modules with similar assessments? Could we coordinate our redesigns for consistency? What barriers might we face together?
Important step. Understanding your institution’s AI policy and available support helps. Key questions: Does your institution have guidance on Track 1 vs. Track 2? Is there professional development available? Is assessment redesign part of programme review?
Good investment. Training on AI literacy, assessment design, or specific redesign strategies can give you more tools. Consider what kind of training would help — technical skills, pedagogical concepts, or discipline-specific examples?
Great instinct. By redesigning multiple assessments, you’ll see patterns. You’ll also get to a point where you can propose programme-level changes with evidence.
Who Needs to Be in the Room?
Who do you need to talk to, or involve, for this to happen?
What Support Would Help?
What would make this easier for you?
Your Commitment
What is ONE specific action you’ll take this week?
Examples: ‘Schedule a meeting with my programme team’ • ‘Pilot the redesigned assessment with my next class’ • ‘Find two colleagues doing similar work and set up a coffee chat’ • ‘Draft the student-facing brief using my redesign template’
Resources
2 min readAs you move forward, you’ll want access to tools, guidance, and examples. Here’s what’s available:
Within the Framework
AI and Academic Integrity
- National guidance on AI policy from your institution/sector
- QQI’s Rethinking Assessment initiative
- NAIN (National Academic Integrity Network) resources
- Institutional AI policy documentation
Professional Development
- Workshops on AI literacy and assessment design
- Communities of practice in your faculty
- Discipline-specific assessment redesign networks
- Teaching and learning centre programmes
Assessment Design Support
- Templates for assessment briefs and rubrics
- Reflection prompt templates
- Peer evaluation form templates
- Marking guide templates for staged assessments
Knowledge Check: Looking Ahead
Imagine it’s six months from now. You’ve piloted your redesigned assessment with one cohort. What do you hope will have changed about student learning, your marking experience, or your confidence in assessment?
Why This Matters
The rise of GenAI in education forced a question: What is assessment actually for?
If assessment is just about producing a final product — an essay, a report, a poster — then yes, AI changes everything. AI can generate those things. You could spend all your time detecting, policing, and worrying.
But assessment is actually about something much more important: making learning visible. Creating evidence that a student can do something, think something, create something that matters.
When you redesign assessment — adding stages, oral components, reflections, authentic problems — you’re not fighting AI. You’re answering the bigger question: What does genuine learning look like, and how do I have evidence of it?
That’s a better question. And redesigned assessments that answer it are not just more robust against AI shortcuts. They’re just better assessments. Your students will learn more. You’ll understand their learning better. Assessment will feel less like surveillance and more like it should feel: like a conversation about learning.
The framework you’ve learned is a tool for having that conversation. Use it. Adapt it. Share it with colleagues. Push back on what doesn’t fit your context. But commit to the core idea: redesign, not detection. Authentic learning, not surveillance.
You can do this. You’re already doing it.
You completed the Assessment Redesign Course
You learned:
- ✓ Why detection tools aren’t the answer
- ✓ How to assess which assessments are most vulnerable
- ✓ The two-track approach and five design strategies
- ✓ How to redesign one of your own assessments
- ✓ How to take it forward in your context
You now have:
- ✓ A draft redesigned assessment
- ✓ An action plan for next steps
- ✓ Access to the full Assessment Redesign Framework
- ✓ Connections to colleagues and resources