An updated Assessment Redesign Framework (2026) has been developed by Dr Hazel Farrell through the GenAI:N3 national network to support higher education institutions in responding pedagogically and strategically to the growing impact of GenAI on assessment. Rather than focusing on detection-based approaches, the framework highlights validity, transparency, and the visibility of learning as core principles for sustainable assessment practice.
The framework provides practical, research-informed guidance for educators, programme teams, and academic developers redesigning assessment in AI-enhanced contexts. Key features include the integration of AI literacy as a graduate capability, balanced approaches to AI-restricted and AI-integrated assessment, and an emphasis on process-based design through staged tasks, reflective elements, and authentic, discipline-relevant assessment formats. It also addresses emerging developments such as agentic AI, highlighting the need to prioritise human judgement, reasoning, and accountability in assessment design.
Recognising sector-wide challenges, the framework includes scalable strategies for large cohorts, guidance on programme-level alignment and quality assurance, and a clear, proportionate position on the limits of AI detection tools. It is designed to complement existing national conversations around Rethinking Assessment, academic integrity, and responsible AI adoption in higher education.
Intended as a practical and adaptable open educational resource, the framework has been developed into a user-friendly website and accompanying self-paced online course by Ken McCarthy using Claude Code. It aims to support the sector in moving from reactive responses to AI towards coherent, future-focused assessment practices that enhance learning, uphold standards, and prepare graduates for an increasingly AI-influenced world.
Links:
Assessment Redesign Framework – https://arf.genain3.ie/
Online Course – https://arf.genain3.ie/course/
