Rethinking assessment methods in the age of AI has become a must for any educationalist involved in higher education context or K12 at large. A case in point, one needs to reconsider tasks such as assignments or homeworks. These product-based type of assessment activities need to be reshaped and reformulated through other authentic assessment methods: case studies, peer to peer discussion (in-class), mind mapping + oral presentations, use of recorded videos and podcasts, provide critical thinking assignments whereby the critical thinking components should also be presented visually in a public speaking context (peer to peer). Therefore, assessments in courses such as writing, essays, translation, commentary or else, need to be combined with another authentic and live activity (usually oral or an audiovisual artifact need to be used and added to the other assessment technique).
Yet, and if we come back to the realities of modern higher education context in many contexts, such as the GCC, we would notice that there is a real need for a political will within the institution to implement such type of approach. Faculty development opportunities need to be procured and provided, also classroom sizes and faculty workload need to be rethought and aligned with the requirements of the new approach on assessment. So, a new philosophy needs to be adopted.
Fouad
