Authentic and Creative Assessment in a World with AI
Open accessAbstract
Introduction: Artificial intelligence (AI) presents challenges and opportunities for higher education. The challenge is to incorporate the benefits of AI while minimizing its potential for misuse and undermining of learning. The opportunity is that AI allows instructors to assess learning authentically by fostering creative, engaging, realistic, and reflective assessments. Statement of the Problem: Drawing on some of the current practices of AI use in the classroom, I discuss how authentic assessment can be achieved while incorporating AI. Literature Review: First, I review what authentic assessment is, how it is implemented, and some of its positive outcomes. Then, I present sample activities that use AI to design, implement, and evaluate assessments to serve the APA Learning Goals for the Undergraduate Psychology Major. Teaching Implications: The activities and assessments here and in the online Supplemental Materials (Miserandino, 2024, May 23) help fulfill additional learning goals and build academic skills (e.g., critical thinking, reading, writing). Conclusion: By using these activities and assessments or drawing on them to create their own, instructors can improve their teaching and student learning outcomes.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Cites
The development of student feedback literacy: Enabling uptake of feedback
Carless, D., & Boud, D. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1463354 · Cited by 2,428 · see citing works
Rethinking feedback practices in higher education: a peer review perspective
Nicol, D., Thomson, A., & Breslin, C. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2013.795518 · Cited by 966 · see citing works
Developing evaluative judgement: enabling students to make decisions about the quality of work
Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018) · Higher Education · doi:10.1007/s10734-017-0220-3 · Cited by 810 · see citing works
Authentic assessment: creating a blueprint for course design
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1412396 · Cited by 560 · see citing works
Establishing the critical elements that determine authentic assessment
Ashford-Rowe, K., Herrington, J., & Brown, C. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2013.819566 · Cited by 390 · see citing works
Assigning AI: Seven Approaches for Students, with Prompts
Mollick, E. R., & Mollick, L. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4475995 · Cited by 319 · see citing works
Teaching for Understanding at University
Entwistle, N. J. (2009) · doi:10.1007/978-1-137-09106-2 · Cited by 302 · see citing works
Habitual use of GPS negatively impacts spatial memory during self-guided navigation
Dahmani, L., & Bohbot, V. D. (2020) · Scientific Reports · doi:10.1038/s41598-020-62877-0 · Cited by 212 · see citing works
Using principles of authentic assessment to redesign written examinations and tests
Villarroel, V., Boud, D., Bloxham, S., Bruna, D., & Bruna, C. (2020) · Innovations in Education and Teaching International · doi:10.1080/14703297.2018.1564882 · Cited by 157 · see citing works
The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention
Rawson, K. A., Dunlosky, J., & Sciartelli, S. M. (2013) · Educational Psychology Review · doi:10.1007/s10648-013-9240-4 · Cited by 148 · see citing works
Assessment in higher education: drivers, barriers and directions for change in the UK
Medland, E. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2014.982072 · Cited by 117 · see citing works
Embedding of authentic assessment in work-integrated learning curriculum
Bosco, A., & Ferns, S. J. (2014) · Cited by 98 · see citing works
A case study of a technology enhanced learning initiative that supports authentic assessment
Jopp, R. (2019) · Teaching in Higher Education · doi:10.1080/13562517.2019.1613637 · Cited by 75 · see citing works
Guterman, E. (2002) · Journal of Research in Reading · doi:10.1111/1467-9817.00176 · Cited by 52 · see citing works
Fink, M. C., Reitmeier, V., Stadler, M. J., Siebeck, M., Fischer, F., & Fischer, M. R. (2020) · Journal of Medical Internet Research · doi:10.2196/21196 · Cited by 38 · see citing works
Measuring Psychological Critical Thinking
Lawson, T. J., Jordan‐Fleming, M. K., & Bodle, J. H. (2015) · Teaching of Psychology · doi:10.1177/0098628315587624 · Cited by 37 · see citing works
An Investigation of the Effects of Measuring Authentic Contexts on Geometry Learning Achievement
Hwang, W.-Y., Purba, S. W. D., Liu, Y., Zhang, Y.-Y., & Chen, N. (2018) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2018.2853750 · Cited by 34 · see citing works
Using Business Simulations As Authentic Assessment Tools
Neely, P., & Tucker, J. P. (2012) · American Journal of Business Education (AJBE) · doi:10.19030/ajbe.v5i4.7122 · Cited by 33 · see citing works
A Handbook for Authentic Learning in Higher Education
Pitchford, A., Owen, D., & Stevens, E. (2020) · Routledge eBooks · doi:10.4324/9780429242854 · Cited by 20 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Halliday, S., Lavis, T., Callaghan, P., & Chur-Hansen, A. (2026) · Australian Psychologist · doi:10.1080/00050067.2025.2580236 · Cited by 2 · see citing works
- Authors
- Miserandino, M.
- Affiliations
- Arcadia University (US)
- Corresponding author
- Miserandino, Marianne
- Venue
- Teaching of Psychology
- Publisher
- SAGE Publications
- Published
- 2024-06-17
- Volume
- 52
- Issue
- 3
- Pages
- 267-272
- ISSN
- 0098-6283 (ISSN-L)
- 1532-8023
- OpenAlex
- W4399733596
- Cited by
- 15
- References
- 19
- Citations by year
- 2026: 8 · 2025: 6 · 2024: 1
- FWCI
- 18.96
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Teaching of Psychology (publishedVersion, cc-by-nc-sa)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Education › Problem and Project Based Learning
- Keywords
- artificial intelligence in education, authentic assessment, creative assessment, undergraduate psychology education, assessment design, critical thinking, academic writing, learning outcomes
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
