In conjunction with Queensland University of Technology

In the face of changing higher education dynamics and advancing technology, traditional assessment methods are frequently questioned for their relevance and effectiveness. My aim was to innovate assessment design, foster student engagement, and importantly, deter AI-assisted cheating. I put this into practice in a large first-year course at ANU, transforming a typical 2500-word essay into a dynamic group multimedia project addressing environmental issues.

This innovative change was more than a shift in format; it was a strategy to cultivate vital 21st-century skills: critical thinking, collaboration, creativity, and communication. To boost team cohesion, I introduced a unique group-forming exercise – ’36 Questions to Fall in Love’ – which resulted in statistically significant improvements in feelings of connection and closeness among team members, particularly for female and minority group students.

The new assessment approach received overwhelmingly positive feedback from students, enriching their learning experience and improving team dynamics. This experience underscores the potential of such creative, collaborative assessment designs in promoting active learning while minimising opportunities for AI-aided dishonesty.

The practice invites further exploration and adaptation in diverse educational contexts and offers valuable lessons for educators aiming to maintain meaningful, relevant assessment methods resilient to academic integrity breaches in the digital age.