There are certain assessment formats, outside of invigilated exams, that are less prone to inappropriate AI application or, if such a case occurs, it will be easier to detect misconduct. Such types include: 

• Presentations 
• Vivas 
• Simulations  
• Posters 
• Assessments with visual output such as mind maps, concept maps, infographics  

When deciding whether to change the type of the assessment consider the following: 

• Can the same skills or knowledge be tested via the new format?  

This will have a knock on effect on the ILOs. A change in ILOs will require faculty and College level approvals. 

• Can the same assessment criteria be used for this new type?  

The change in ILOs will most likely affect the marking criteria, however, even if ILOs stay the same marking criteria might have to change therefore it’s important to look at those in tandem. 

• Is a similar amount of effort required to produce the assessment in the new format?  

This is important to consider as it might trigger a change in weighting of the assessment. 

• Will the new type increase students’ cognitive load?  

Sometimes making sense of the new type can create an additional burden on the students. What follows is that they focus so much on understanding what they have to do that it takes away from them actually demonstrating the skills and knowledge that the assessment requires them to demonstrate. This needs to be taken into account when deciding on the type. The more familiar the students are with the format (because they had an opportunity to approach an assessment in a similar way on a different module), the lesser extraneous load.  

If you do decide to change the type ensure the following: 

• Give inclusivity considerations to the new format – this includes arrangements for students with specific learning needs, as well as arrangements for mitigation. Some consideration relating to some assessment types are discussed in the videos below. 
• Ensure students are appropriately prepared for the assessment – this includes guidance on how to approach the new type (especially if it’s the first time students approach it) and a discussion of expectations around different levels of performance. Both of these can be aided with the use of exemplars. More on exemplars can be found in the videos below. If production of an artefact is required, for example a video, an infographic etc then ensure students are ready to use the software needed to produce the artefact.  
• Ensure marking team are appropriately briefed about how to approach marking this new assessment type and how different levels of performance are reflected in the marking scheme. 
• Make sure to follow appropriate channels for approval and consultation.