2026-03-02_INTED_Valencia

Reinventing Assessment Tasks in Higher Education: Supporting Creativity and Integrity in the Age of Generative AI

Martine Peters, Dimitar Angelov

INTED Conference, Valencia, March 2026

Apostol, E. L., Reponte-Sereňo, R. R., Cuevas, G. C., Sumicad, R., & Pinatil, M. (2023). Evaluating Educators: A Comprehensive Study of Teachers’ Assessment Skills and Practices. Journal of World Englishes and Educational Practices, 5(3), 56-69. https://doi.org/10.32996/jweep

Bovill, C. (2020). Co-creation in learning and teaching: the case for a whole-class approach in higher education. Higher Education, 79(6), 1023-1037. https://doi.org/10.1007/s10734-019-00453-w

Bretag, T. (2013). Challenges in Addressing Plagiarism in Education. PLOS Medicine, 10(12), 1-4. https://doi.org/10.1371/journal.pmed.1001574

Fons, I. T., & Torres, C. G. (2021). Rethinking academic tasks as a way to fight against cyber-plagiarism in higher edcuaction. Revista Boletín Redipe, 10(1), 110-124. http://dx.doi.org/10.36260/rbr.v10i1.1165

Grinschgl, S., & Neubauer, A. C. (2022). Supporting Cognition With Modern Technology: Distributed Cognition Today and in an AI-Enhanced Future [Perspective]. Frontiers in Artificial Intelligence, 5. https://doi.org/10.3389/frai.2022.908261

Hill, G., Mason, J., & Dunn, A. (2021). Contract cheating: an increasing challenge for global academic community arising from COVID-19. Research and Practice in Technology Enhanced Learning, 16(1), 24. https://doi.org/10.1186/s41039-021-00166-8

Muassomah, M., Abdullah, I., Hasanah, U., Dalmeri, D., Sihombing, A. d. A., & Rodrigo, L. (2022). The Academic Demoralization of Students in Online Learning During the COVID-19 Pandemic [Original Research]. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.888393

Newton, P. M., Da Silva, A., & Peters, L. G. (2020). A Pragmatic Master List of Action Verbs for Bloom’s Taxonomy. Frontiers in Education, 5(107). https://doi.org/10.3389/feduc.2020.00107

Oregon State University. (2024). Advancing meaningful learning in the age of AI: Bloom’s Taxonomy Revisited. Oregon State University. Retrieved 2024-09-09 from https://ecampus.oregonstate.edu/faculty/artificial-intelligence-tools/blooms-taxonomy-revisited/

Peters, M. (2023). Note éditoriale : Intelligence artificielle et intégrité académique peuvent-elles faire bon ménage ? Revue des sciences de l’éducation, 49(1). https://doi.org/https://doi.org/10.7202/1107846ar

Roe, J., Perkins, M., Chonu, G. K. et Bhati, A. (2024). Student perceptions of peer cheating behaviour during COVID-19 induced online teaching and assessment. Higher Education Research & Development, 43(4), 966–980. https://doi.org/10.1080/07294360.2023.2258820

Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342-363. https://doi.org/https://doi.org/10.37074/jalt.2023.6.1.9

Sewagegn, A. A. (2020). Learning Objective and Assessment Linkage: Its Contribution to Meaningful Student Learning. Universal Journal of Educational Research, 8(11), 5044-5052. https://doi.org/10.13189/ujer.2020.081104

Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning and Teaching, 6(1), 31-40. https://doi.org/https://doi.org/10.37074/jalt.2023.6.1.17

Vilppu, H., Södervik, I., Postareff, L., & Murtonen, M. (2019). The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations. Instructional Science, 47, 679-709. https://doi.org/https://doi.org/10.1007/s11251-019-09496-z

Williams, P. (2014). Rethinking university assessment. International journal of technology and inclusive education, 3(1), 257-264. https://doi.org/10.20533/ijtie.2047.0533.2014.0033