The rise of generative AI has led universities to rethink how learning is quantified. Julia Chen offers four options for assessment redesign that can be applied across disciplines. At the Hong Kong Polytechnic University, our institutional position is to embrace GenAI and rethink learning purposes and assessment design. Instead of banning it or using detection tools to check student use of such tools, starting this September the university will allow, and indeed expect, the use of GenAI in take-home assessments. This means teachers have to rethink what they want students to learn and consider how their assignments can be redesigned in such a way that GenAI can be used to help with, but not complete, an assignment for a student.
