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Assessment Design
Teaching & Learning
AI
Process-driven assessment isn’t more work—it’s better design
This final article in our three-part series explores how process-driven assessment can embed formative feedback by design—without increasing educator workload. Authored by Director of Learning Jess Ashman, it shows how process-aware rubrics and high-leverage checkpoints make learning visible, improve quality, and support assessment that is sustainable in an AI-rich context.
Jess Ashman, Director of Learning, Cadmus
2026-01-19
Teaching & Learning
Assessment Design
AI
Learning-centred rubrics in the age of AI
In an AI-rich higher education context, learning-centred, process-aware rubrics matter more than ever because they make standards explicit, support fairness, and emphasise how students learn—not just what they submit. This article dives into how when rubrics are embedded across drafting, feedback, revision, and reflective use of AI, assessment stays focused on genuine engagement, judgement, and academic learning.
Jess Ashman, Director of Learning, Cadmus
2026-01-14
Assessment Design
Academic Integrity
AI
Your guide to designing assessments in the age of AI
As generative AI reshapes higher education, traditional assessment models are being put to the test. This article explores why detection-first approaches fall short and how process-driven assessment can strengthen learning, integrity, and AI literacy.
Jess Ashman, Director of Learning, Cadmus
2026-01-12