Inclusive assessment design in the age of GenAI: Advancing pedagogy and practice

Abstract

In an educational landscape rapidly transformed by Generative AI (GenAI), inclusive assessment design is essential to sustaining equity and meaningful learning in higher education. This study took place at a Russell Group university in the United Kingdom. Focus groups were conducted with undergraduate and taught postgraduate learners studying science subjects, to investigate their experiences and perceptions of assessment practices in an increasingly AI-mediated learning environment. Findings show that learners value assessment approaches that centre human judgment, authenticity, meaningful choice, and critical engagement. Whilst recognising the potential for GenAI to support learning, they also expressed concerns about deskilling, inequitable access to GenAI tools, and assessment designs that do not facilitate meaningful learning. Rather than viewing GenAI solely as an academic integrity risk, learners emphasised the need for transparent guidance, stronger assessment literacy, and pedagogically informed decisions in assessment design. While GenAI is at the forefront of sector-wide discussions and planning in the context of curriculum development, our findings highlight the importance of grounding GenAI within broader principles of Universal Design for Learning and constructively-aligned assessment design – emphasising flexibility, transparency, and diversity – and the importance of actively involving learners as partners and co-creators in shaping inclusive assessment practices.