Year: 2025
Type: article
Abstract: The emergence of generative AI has not broken assessment systems in higher education; it has exposed long-standing fractures. Overly complex tasks, excessive assessment demands and staff overload point to a system that has privileged compliance over human connection. This position paper acknowledges that brokenness but looks beyond it. Inspired by the Japanese art of Kintsugi, where cracks are repaired with gold, we ask: what if these fractures are openings for stronger, more relational practices to emerge? Adopting an autoethnographic lens, we draw on our experiences in curriculum design, academic leadership and learning support during a period of rapid change. We argue that trust is foundational in assessment design, enacted through dialogue, feedback, collaboration, and willingness to take risks. While the system may be under strain, the people are not broken. Designing with trust enables the reimagination of integrity. The future of assessment lies in transformation – built differently and built together.
Source: ASCILITE Publications
Institutions: Edith Cowan University, The University of Western Australia
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4416833461
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