Rethinking Assessment and Generative AI: Teachers Imagining a Critical Digital Humanist Success Paradigm for a New Era

• In Event: AI and Action Research: Coding Robots, Literacy, Youth-led, Assessment, Tensions and Possibilities

Abstract

In this paper, the authors ask what assessment should now look like so that it authentically - and justly - reflects student learning in an age of generative AI. Drawing from the concept of ‘structural assessment redesign’ (Corbin et al., 2025) and Nieminen and Lahdenperä’s (2024) notion of ‘epistemic (in)justice’ in assessment, the authors examine the insights generated from a ‘community-of-practice’ (Lave, 2012) discussion where they engaged critically and reflectively with their own assessment philosophies and practices as teacher-researchers in light of generative AI. Arising from the discussion was an emergent framework of skills and capabilities - mess-making, playing, pausing, listening, critiquing, and empathizing - that should now form part of a new, relational - and human(e) - success paradigm in classroom assessment.

Authors

• Christine Balt, University of Toronto Schools

• Kimberley MacKinnon, University of Toronto Schools

• Natalie Cannistraro, University of Toronto Schools

• Alan Kraguljac, University of Toronto Schools

• Isabella Liu, Branksome Hall

• Melissa Shaddick, University of Toronto Schools