The Future of Assessment in an AI-Powered World

92% students use AI.

88% have used it for an assessment

(Freeman, 2025)

"You can't google these answers!" 🤦‍♂️

ChatGPT, did you write this? 🤔

Yes, it is highly likely that this was written by an AI.

What's your rationale?

It has complete sentences, proper grammar, and correct spelling. It is clear and concise.

Four score and seven years ago... ⚡

It is highly likely that this was written by an AI.

The essay is dead. RIP, essay. ✍️

(Kidding. Kinda.)

No one knows what to do. Time to experiment. 🥼

A central reason why students take shortcuts

(McCabe, 2021)

It's a motivation problem.

(Deci & Ryan, 1980; Miller et al., 2017)

Algorithm: a set of instructions

"Write an essay about Romeo and Juliet in 5 paragraphs."

"Do the steps in this math problem."

"Make a peanut butter and jelly sandwich."

How will you motivate students beyond grades?

Changes

  1. No more grades; only feedback (Alfie Kohn, 2011)
  2. Infinite redos (Dweck, 2006)
  3. Teach students how and when to use AI as a collaborator (Atchley et al., 2024)

Student Feedback

"I feel like I stress too much over grades"

"I wasn't judged on a single event, but an ever-growing process of learning; It felt like I was in more control of my education."

"Letter grades. Some students feel that their worth as a human being is affected by them."

"This could be the future of learning."

"Really wants you to learn by doing."

I enjoyed receiving feedback on what I could improve"

"Allows me to make mistakes without

Change how YOU see your students...

Change how your students see themselves

(Rogers, 1969)

A critical component

It is critical that students understand their direction, vision, and goals.

(Yeager, et al., 2015)

Now, let's get practical.

AIAS

Perkins, Furze, Roe & MacVaugh (2024). The Al Assessment Scale

Bloom's is a good start...

...but where do we go from here?

These slides are available at

ziahassan.com/hopkinsai

Thanks

zhassan4@jh.edu

linkedin.com/in/zia-s-hassan

References

  • Atchley, Paul, Hannah Pannell, Kaelyn Wofford, Michael Hopkins, and Ruth Ann Atchley. “Human and AI Collaboration in the Higher Education Environment: Opportunities and Concerns.” Cognitive Research: Principles and Implications 9, no. 1 (April 8, 2024): 20. https://doi.org/10.1186/s41235-024-00547-9.
  • Deci, Edward L., and Richard M. Ryan. “Self-Determination Theory: When Mind Mediates Behavior.” The Journal of Mind and Behavior 1, no. 1 (1980): 33–43.
  • Dweck, Carol S. Mindset: The New Psychology of Success. 1st ed. New York: Random House, 2006.
  • Freeman, Josh. “Student Generative AI Survey 2025,” n.d.
  • Kohn, Alfie. “The Case Against Grades (##).” Alfie Kohn (blog), November 2, 2011. https://www.alfiekohn.org/article/case-grades/.
  • McCabe, Donald L., Linda Klebe Trevino, and Kenneth D. Butterfield. “Cheating in Academic Institutions: A Decade of Research.” Ethics & Behavior 11, no. 3 (July 2001): 219–32. https://doi.org/10.1207/S15327019EB1103_2.
  • Miller, Angela D., Tamera B. Murdock, and Morgan M. Grotewiel. “Addressing Academic Dishonesty Among the Highest Achievers.” Theory Into Practice 56, no. 2 (April 3, 2017): 121–28. https://doi.org/10.1080/00405841.2017.1283574.
  • Rogers, Carl R. Freedom to Learn. Studies of the Person. Columbus, Ohio: Merrill, 1969.
  • Yeager, David S., Marlone D. Henderson, Sidney D’Mello, David Paunesku, Gregory M. Walton, Brian J. Spitzer, and Angela Lee Duckworth. “Boring but Important: A Self-Transcendent Purpose for Learning Fosters Academic Self-Regulation.” Journal of Personality and Social Psychology 107, no. 4 (October 2014): 559–80. https://doi.org/10.1037/a0037637.