With the widespread adoption of Generative AI tools, the education sector is experiencing a noticeable decline in student engagement, including reduced class participation, lower attendance, and increased reliance on AI-generated outputs. As Apex Australia Higher Education primarily emphasises a curriculum centred on structured, face-to-face laboratory sessions designed to develop practical skills essential for ICT graduates, these behaviours raise concerns regarding the authenticity of learning and the development of core technical competencies.

To mitigate these challenges, the curriculum and existing assessment tools were reviewed. The analysis revealed that the marking rubric for in-class activities primarily assesses task completion rather than conceptual understanding. These activities are formative assessments requiring students to apply theoretical knowledge and demonstrate competence through practical tasks. To better align the assessment approach with intended learning outcomes, the rubric was revised to incorporate structured oral checks conducted during class, requiring students to articulate and demonstrate their understanding of key concepts, thereby promoting independent learning, strengthening academic integrity, and enhancing student engagement and participation.

For educators, this approach enables more accurate and timely evaluation of student learning, supports early identification of knowledge gaps, and contributes to a more interactive and effective teaching environment.

Following the implementation of the revised rubric in selected practice-oriented units, both students and educators observed positive changes in engagement and learning behaviours. The emphasis on in-class demonstrations encouraged students to develop their understanding of key concepts and reduced their reliance on AI-based tools for completing learning activities and assessments. The inclusion of this oral checks also encouraged class attendance and active participation by requiring students to articulate their understanding. These findings suggest that assessment designs that combine practical demonstrations with opportunities for oral verification can support more authentic student engagement and enhance learning in practice-oriented higher education units.