06/15/2026

Summer Series Post-Webinar Blog 2: Re-designing assessment for ethical use of AI

by Kate Marzen

Session two of the ICAI Summer Intensive Webinar, held June 11, 2026, brought together Jasper Roe, Cory Scurr, and a lively group of attendees to discuss the importance of redesigning assessment to better incorporate Generative Artificial Intelligence (GenAI). Participants engaged in a robust discussion of assessment redesign and applied recommended redesign methods through scenario-based practice. Jasper and Cory also provided us with a redesign toolkit to use by instructors across disciplines.

Jasper and Cory set the stage with their pre-webinar blog, during which they discussed a shift in mindset from student compliance toward demonstrated learning through deep process understanding. Cory keenly stated, “My approach to assessment design has shifted from focusing on what students produce to how and why they are producing it.”

The presenter expanded on these ideas during the live session when they walked participants through multiple approaches to restructuring assessment practices. Two examples included the traffic light concept and the two-lane concept. The traffic light method helps students visualize appropriate, cautious, and inappropriate uses of GenAI through a familiar concept. The two-lane model distinguishes acceptable and unacceptable use of GenAI in assignments.

While both the traffic light and two-lane concepts clarified were useful, the two ideas I found most useful were the AI Assessment Scale and the Three (+1) Filters. The Assessment Scale focuses on how instructors can meaningfully align AI use and learning outcomes. It prioritizes redesigning assessments around clear learning outcomes, balanced assessment types, detailed instructions, and proof of learning. This is helpful because by using this method of explanation, I can guide my student’s focus to the assignment itself rather than fixating on what AI tools are and are not permitted.  The Three (+1) Filters offers an organized decision-making process to help instructors evaluate assessments. This process asks: should this assessment be abandoned, more securely monitored, enhanced, or adopted. I found this helpful because it provided a clear process of reflecting on my own assessments through the lens of ethical AI use and meaningful inclusion.

After reviewing these key assessment redesign methods, the presenters allowed small groups to practice by using scenarios and asking key questions about goals, benchmarks, key AI pinch points, and student activities. This hands-on scenario-based exercise helped attendees understand how to start incorporating GenAI into assessments.

As an academic integrity practitioner, Jasper and Cory’s session provided me with tangible tools I can draw on when supporting faculty. Moving forward, my consultations will be better informed and more focused, utilizing this session to better redesign course assessments. Jasper and Cory really made the idea of redesigning assessment so much more approachable. 

ICAI is two for two in their Summer Intensive Webinar Series, and their next session, Investigating Misuse of AI, will be sure to meaningfully build on our current foundation.

Kate Marzen is the Director of Academic Integrity at Syracuse University, focusing on the promotion and understanding of Syracuse’s academic integrity policy through education, partnership, and holistic support.

The authors' views are their own.

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EDITOR'S NOTE:

This is the second of our post-webinar blogs with reflections by attendee Kate Marzen to accompany the ICAI Summer Series of webinars. 

Here is some recommended post-reading for webinar 2 by Jasper Roe and Cory Scurr.

Required reading

Oldham, C. (2025). Artificial intelligence and assessment: Are universities ready to rethink academic integrity? ICAI Integrity Matters blog

Scurr, C.D (2026), Cultivating integrity on campus. Changing Voices in Higher Education podcast, episode 6.

Recommended further reading:

Peters, M., Angelov, D. (2025) Redefining assessment tasks to promote students’ creativity and integrity in the age of generative artificial intelligence. Int J Educ Integr 21, 25 https://doi.org/10.1007/s40979-025-00201-x

Sharma, S. (2026). Educational integrity in GenAI-augmented assessment: making judgement visible. Int J Educ Integr 22, 6 https://doi.org/10.1007/s40979-026-00216-y