Generative AI and shifting student expectations are prompting a rethink of what constitutes sound teaching and assessment practice. This session argues that the answer lies not in surveillance or restriction, but in the quality and intentionality of pedagogical and assessment design. Drawing on evidence for active learning and the principles of constructive alignment, the session examines how active, student-centred pedagogies can be deliberately connected to assessment tasks that are valid, reliable, fair, and resistant to disengagement or misuse. Participants will consider a practical checklist for evaluating and redesigning assessment tasks, a range of active learning strategies matched to preparation load and cognitive demand, and a worked example linking classroom activity to summative assessment. The session is intended for academic staff across disciplines seeking practical, evidence-informed approaches to strengthen student engagement and assessment integrity in their own units and courses.
- 21st Century Learning Pedagogies to Inform Assessment Design & Engaging Students in Constructive Assessment
- Harold Culala
- Avondale University Learning and Teaching Festival , 2026, Symposium (Online, 21/09/2026–25/09/2026)
- 9916458510161
- Office of Learning and Teaching
- English
- Presentation
