The table below shows how our concepts relate to principles and propositions from these national educational bodies: NZQA, ASQUA and TEQSA.
| Context & Authenticity | Assessment is authentic / tūturu when: • ākonga are provided with meaningful and relevant opportunities to demonstrate their skills and understanding • it is carried out in a “real world” context, and may include evidence drawn from naturally occurring assessment NZQA (2022) Aromatawai and the Principles of Assessment, p.12 Validity requires: […] Assessment of knowledge and skills is integrated with the practical application ASQUA (2015 / 2024) Standards for Registered Training Organisations (RTOs), Principles of Assessment Table 1.8-1 |
| Collaboration | Assessment should emphasise… […] 4. …opportunities for students to work appropriately with each other and AI. Assessment designs and judgements of student achievement should provide the opportunity for good quality collaborative work. […] It is critical that students are able to collaborate appropriately with each other, incorporating AI, and with other technological tools. TEQSA (2023) Assessment reform for the age of artificial intelligence, p.5 |
| Process & Generativeness | Assessment should emphasise… […] 3. …the process of learning. Evidencing the process of learning over time and in context can support a better understanding of learners’ sense-making processes, what they ultimately know and can do. Learning tasks should provide opportunities to reveal thinking, competencies and other qualities embodied in learning outcomes. TEQSA (2023) Assessment reform for the age of artificial intelligence, p.4 5. …security at meaningful points across a program to inform decisions about progression and completion. In many disciplines, there may be a need to understand and evidence what students are capable of without AI. TEQSA (2023) Assessment reform for the age of artificial intelligence, p.6 |
AI-Safe Assessment Design 