2026-09-01_Bishop’s University_Faculty_2



AI in Assessment: Integrate, Regulate, and Redesign

Workshop #2 for Faculty at Bishop’s University

By Martine Peters

September 1st, 2026

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References

Slide 1 :

Slide 3 : IAI2 Tools

Slide 7 : Christchurch, New Zealand, 2012

Slide 10: Redefine assessment with AI2 and AI1

Slide 11 : Assessment model

  • Peters, M., & Angelov, D. (2025). Redefining assessment tasks to promote students’ creativity and integrity in the age of generative artificial intelligence. International Journal for Educational Integrity, 21. https://link.springer.com/content/pdf/10.1007/s40979-025-00201-x.pdf

Slide 13: Bloom’s taxonomy

  • Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.
  • Prof Innovant. (2023). Taxonomie de Bloom révisée : verbes d’action. https://www.profinnovant.com/taxonomie-de-bloom-revisee-verbes-daction/

Slides 16-17: Bloom’s taxonomy revised with AI2

Slide18 : Inversed Bloom’s taxonomy ❤️

Slides 21-25 : Leon Furze’s five choices ❤️

Slide 26 : Total generation activities ❤️

Slides 29-32 : Qualities of a good assessment task in the era of AI2

Slide 33 : Authentic assessment readings

  • Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom assessment. Practical Assessment, Research & Evaluation, 17(2).
  • Kashani-Vahid, L., Afrooz, G., Shokoohi-Yekta, M., Kharrazi, K., & Ghobari, B. (2017). Can a creative interpersonal problem solving program improve creative thinking in gifted elementary students? Thinking Skills and Creativity, 24, 175-185.
  • Wadaani, M. R. (2015). Teaching for Creativity as Human Development toward Self-Actualization: The Essence of Authentic Learning and Optimal Growth for All Students.Creative Education, 6,669-679.
  • Wiggins, G. (2011). A true test: toward more authentic and equitable assessment. Phi Delta Kappan, 92(7), 81–93.

Slide 35 : Beyond the essay… ❤️

Slide 38 : The new essay ❤️

Slide 33 : For a complete activity on the video-essay

Slides 40-43 : Le débat ❤️

Slide 44: For a complete activity on the debate

Slide 45 : Flipped classroom

  • Bissonnette, S., & Gauthier, C. (2012). Faire la classe à l’endroit ou à l’envers? Formation profession, 20(1), 23-28. https://r-libre.teluq.ca/773/  
  • Guilbault, M., & Viau-Guay, A. (2017). La classe inversée comme approche pédagogique en enseignement supérieur : état des connaissances scientifiques et recommandations. Revue internationale de pédagogie de l’enseignement supérieur, 33(1), https://doi.org/10.4000/ripes.1193  
  • Tardif, S., & Rivard, M. (2021). La classe inversée en mode virtuel : portrait d’une formule gagnante. Revue hybride de l’éducation, 4(6), 15-24. https://doi.org/https://doi.org/10.1522/rhe.v4i6.1220

Slide 46 : For a complete activity on the flipped classroom

Slide 48 : Seth’s Ideas on the Manual… ou les consignes

Slides 49-50 : Instructions

Slide 52 : Instructions for integrity

Slide 54 : Evaluation criteria

  • Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education–a systematic literature review. Thinking Skills and Creativity, 8, 80–91.
  • Shin et al. (2012) White M, Kern ML. Positive education: Learning and teaching for wellbeing and academic mastery. International Journal of Wellbeing. 2018;8(1):1-17. DOI: 10.5502/ijw.v8i1.588
  • De Bruijn-Smolders, M., Timmers, C. F., Gawke, J. C. L., Schoonman, W., & Born, M. P. (2016). Effective self-regulatory processes in higher education: research findings and future directions. a systematic review. Studies in Higher Education, 41(1), 139–158.

Slide 55 : Evaluation criteria for writing with AI2