Thematic Research Report
Academic Integrity and Assessment Design in the Presence of Generative Technologies
A quality improvement study of diagnostic evidence, curriculum planning, staffing, materials and review
Wider variation in learner attainment should be addressed as an instructional and system-capacity question, not as a reason to lower entitlement or blame learners and teachers. For academic integrity amid generative technologies, the proposition has a direct bearing on the issue under review within Executive summary: whether assessment design preserves valid evidence, transparency and proportionate judgement; the competent body should identify the affected population, decision authority and review point. Disruption, uneven access, prior exclusion, language, disability, mobility and different learning histories can widen the range within a class. Teachers require useful evidence, curriculum guidance, time, materials, manageable groups and specialist support.
- Research category
- Quality Improvement Methods
- Report archetype
- Quality Improvement Study
- Geographic scope
- Global