In my two decades in academia with the last seven focussed on a curriculum design role, I have observed a significant shift in the attitudes of academics towards assessment methods, spurred predominantly by the advent of Artificial Intelligence (AI). Traditionally, the essay has been upheld as the gold standard of assessment in many disciplines. However, the emergence of AI’s capabilities in crafting essays has catalysed a reconsideration of this long-standing tradition. While the impetus for this change may not align with ideal pedagogical motivations, it is, nonetheless, a pivotal development in academic assessment.

For years, the academic essay has been revered for its ability to assess critical thinking, argumentation skills, and depth of understanding. This assessment form, however, has often overshadowed other valid and educationally rich methods. The reluctance to deviate from traditional essay writing stemmed from a deep-seated belief in its unparalleled efficacy in evaluating student learning, and often an unwillingness to embrace change.

The introduction of AI in academia, particularly its ability to generate coherent and increasingly sophisticated essays, has raised concerns about the integrity and validity of this form of assessment. Academics, who previously clung to the traditional essay with unwavering conviction, are now confronted with the reality that AI can produce work that, at least, superficially meets the criteria of a well-argued essay. This revelation has been a catalyst for change, albeit driven by apprehension rather than pedagogical innovation.

Despite the less-than-ideal circumstances prompting this shift, the reconsideration of assessment methods is a positive development. It aligns with educational research advocating for diverse forms of assessment. Scholars like David Boud and Nancy Falchikov and many colleagues in the team I work in have long argued for the benefits of alternative assessments, such as portfolios, presentations, and project-based tasks. These forms can provide a more holistic view of a student’s abilities, encompassing practical skills, creativity, and collaborative capabilities, which are crucial in today’s multifaceted world.

The move towards diverse assessment methods also addresses another critical issue in education – inclusivity. Different students have varied strengths and a one-size-fits-all assessment method, like the traditional essay, does not accommodate this diversity. By embracing a range of assessment types, we can provide a more equitable and inclusive educational environment.

However, it is essential to approach this transition with caution and deliberation. The shift away from essay-based assessments should not be reactionary but rather a considered move towards enhancing pedagogical practice. It presents an opportunity to critically evaluate our assessment methods, ensuring they align with our educational objectives and adequately prepare students for the challenges of the modern world.

While the drive towards diversifying assessment methods in response to AI’s capabilities in essay writing may not have been born out of pedagogical innovation, it opens the door to a much-needed reassessment of how we evaluate student learning. As educators and curriculum designers, it is our responsibility to guide this transition thoughtfully, ensuring that our assessment methods are robust, inclusive, and aligned with the overarching goals of education. The introduction of AI into academia, therefore, serves not as a threat, but as an impetus for positive change and reflection in our pedagogical practices.

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