How to create AI-resilient assessments that uphold integrity and learning values.
🛠️ Section 3: Redesigning Assessment Tasks
AI doesn’t have to undermine assessment.
Used wisely, it helps clarify what really matters — and makes expectations more transparent for learners.
Traditional vs. AI-Resilient Task Design
| Traditional Task | AI-Resilient Version |
|---|---|
| Write a 1000-word essay | Use AI to generate a draft → critique it → rewrite your own |
| Define key terms | Explain concepts using your own workplace or cultural context |
| Submit written report | Submit annotated process notes showing how AI helped (or didn’t) |
| Answer case study | Record a verbal response showing reasoning and decision-making |
| Final submission only | Include drafts, AI comparisons, and personal reflection |
💬 “AI can reveal process, not replace it. When we invite students to show how AI helped — integrity becomes visible.”
Introducing the AI Assessment Scale
Developed by educator Leon Furze, this scale supports clear decisions about how much AI learners may use:
| Level | Approach |
|---|---|
| 1 | No AI permitted (e.g., exams, identity-verified tasks) |
| 2 | Passive AI use allowed (spellcheck, grammar) |
| 3 | AI use permitted with transparency |
| 4 | AI use encouraged as part of the task |
| 5 | AI as co-author — learner curates, edits, critiques, refines |
🌀 This spectrum lets you flex your design — not abandon your values.
🪶 Kaupapa Māori Lens — Aromatawai | Assessment
From a kaupapa Māori perspective, clear expectations and mana-protecting boundaries are essential in assessment design.
Some learning sits within tapu — sacred, personal, identity-rooted knowledge — where AI must not enter.
🪶 TAPU | Sacred Space — No AI (Level 1)
Some knowledge and creative expression are deeply personal and spiritually grounded.
AI has no place here — the learner must stand fully in their own mana, wairua, and lived experience.
When to Use (Examples)
- Personal identity and whakapapa work
- Cultural knowledge and tikanga practices
- Lived experience or trauma narratives
- Spiritual or reflective practices
- Safety-critical skills requiring human judgement
- Clinical placements, patient interactions
- Personal pepeha, mihi, pōwhiri participation
- Karakia or waiata created for personal/whānau use
Why It’s Tapu
This work cannot be delegated.
It emerges from the learner’s spirit, authority, and lived reality.
Introducing AI here would violate the sacredness of the space.
Student Guidance
“This assessment is tapu — a sacred space where only your voice, your experience, and your mana belong. AI cannot and should not speak for you here.”