CRADLE Symposia
Each year, CRADLE hosts a group of national and international experts to progress international research agendas in the field of higher education assessment and digital learning.
Assessment Design in Higher Education: Changing practices for a world with AI
This year’s CRADLE International Symposium drew from theory and empirical research to unpack the broad range of contentions emerging about AI and assessment in higher education. As a pivotal highlight of the Symposium program we held an interactive public panel event on Wednesday 17 September.
CRADLE International Symposium 2025 Delegates
Designing university assessment to account for the rise of artificial intelligence (AI) has proved to be difficult and contentious. Across the globe, many academics are making claims that assessment designs and systems need to be completely reconsidered. But the fundamentals of assessment in terms of its purposes may still hold true and many of the problems that are faced in implementing new regimes are challenges that already existed. So what, if anything, has changed? What are the tensions that continue to bedevil us? What conceptual or theoretical framings help us make sense of the things that change and the things that stay the same?
Facilitated by CRADLE’s Professor Phillip Dawson, the panel discussion featured a national and international cast of eminent higher education assessment researchers. The panel reflected on the discussions held throughout the symposium and offered potential directions for future research in the intersections between university assessment and AI.
Our panellists
Swiecki
Jiahui (Jess) Luo
Nicole Pepperell
Phillip Dawson
This panel event was the second session in a new three-part series from CRADLE: New Directions in AI Research and Practice. The first session focused on the stories of the students themselves, while the third session discussed how to make assessments secure.
Previous CRADLE International Symposia
| Year | Theme | |
|---|---|---|
| 2024 | How could GenAI change work-integrated learning? | Read more |
| 2023 | Re-orienting authentic assessment for an unknown future | Read more |
| 2022 | Challenging Cheating | Read more |
| 2021 | What is assessment for inclusion? | Read more |
| 2020 | New research directions for a post-digital world | Read more |
| 2019 | Feedback literacy | Read more |
| 2018 | Feedback that makes a difference | Read more |
| 2017 | Re-imagining assessment in a digital world | Read more |
| 2016 | Developing evaluative judgement | Read more |
