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185<!-- ============ HEADER ============ -->
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187  <div class="wrap nav">
188    <div class="brand-lockup">
189      <a href="index.html">
190        <span class="asu">Arizona State University</span>
191        <span class="unit">Office of the Provost + EdPlus</span>
192      </a>
193    </div>
194    <ul>
195      <li><a href="#overview">Overview</a></li>
196      <li><a href="#frameworks">Frameworks</a></li>
197      <li><a href="strategies.html">Nine Strategies</a></li>
198      <li><a href="#integrity">Integrity by Design</a></li>
199      <li><a class="navcta" href="#interest">Express Interest</a></li>
200    </ul>
201  </div>
202</header>
203
204<!-- ============ HERO ============ -->
205<section class="hero">
206  <div class="wrap">
207    <p class="eyebrow">Arizona State University · Office of the Provost + EdPlus</p>
208    <h1>Creating Assessments in the Age of AI</h1>
209    <p class="lead">A collaborative effort to help faculty cultivate and assess authentic student learning at a transformational moment. Explore the frameworks and strategies below, then tell us what you want to redesign.</p>
210    <div class="hero-cta">
211      <a class="btn btn-gold" href="#interest">Express your interest</a>
212      <a class="btn btn-outline" href="#overview">Explore the approach</a>
213    </div>
214  </div>
215</section>
216
217<!-- ============ OVERVIEW ============ -->
218<section id="overview">
219  <div class="wrap">
220    <div class="overview-single">
221      <p class="eyebrow">What this is</p>
222      <div class="gold-rule"></div>
223      <h2>Good course design is our strongest move</h2>
224      <p>As AI becomes part of how students learn and work, many faculty are rethinking how their assessments can make student learning and thinking visible. These nine practical strategies are a starting point for strengthening assessments, clarifying expectations for AI use, and designing work worth doing. The Office of the Provost and EdPlus developed them through faculty workshops, listening sessions, research, and ongoing conversations about assessment in the age of AI, and the effort will keep growing and taking shape based on faculty input.</p>
225      <p>The strategies and frameworks on this site emerged from work we have been doing to help faculty navigate the challenges AI has brought to teaching and assessment. They shaped what we ran in July: the <b>Assessment Design Accelerator</b>, a two-day event we hosted with faculty invited from the top 100 enrolling ASU Online courses. About 25 participants joined us this summer, and it is something we will do more of going forward if there is faculty interest.</p>
226      <p>Along the way, we have tried to do the researching, reading, and testing so faculty do not have to start from scratch, surfacing the practical strategies and examples that have most helped us think through assessment design in this moment. A through-line to hold in mind: cheating prevention is a function of design, not solely of enforcement. These strategies redesign assignments and assessments so that authentic student learning becomes easier to see, including at scale, and so students are empowered to create work worth doing regardless of what AI can produce.</p>
227      <p class="conviction">Our conviction runs through all of it: <b>good course design is our strongest move in this environment.</b> When we invest in it, we are in a much better position to meet the challenges AI has surfaced.</p>
228    </div>
229  </div>
230</section>
231
232<!-- ============ FRAMEWORKS ============ -->
233<section id="frameworks" class="soft">
234  <div class="wrap">
235    <div class="section-head">
236      <p class="eyebrow">Two anchor frameworks</p>
237      <div class="gold-rule"></div>
238      <h2>Two frameworks that anchor the work</h2>
239      <p class="lead-sub">They answer different questions. Held together, they turn abstract redesign into a single, concrete design sentence for every assignment.</p>
240    </div>
241    <div class="card-2">
242      <a class="fcard" href="strategies.html#f-tilt">
243        <span class="tag">TILT</span>
244        <h3>Transparency in Learning and Teaching</h3>
245        <p>A small, high-leverage change to how assignments are written. Many students, especially those first in their family to attend college, struggle not because the work is too hard but because the unwritten rules are unclear. TILT makes three things explicit on every assignment:</p>
246        <ul class="plain">
247          <li><b>Purpose.</b> Why am I doing this? The skills practiced, knowledge gained, and connection to course outcomes.</li>
248          <li><b>Task.</b> What exactly do I do? The steps, what to avoid, and any productive-struggle left open on purpose.</li>
249          <li><b>Criteria.</b> How is it judged? A checklist or rubric with annotated examples of successful work.</li>
250        </ul>
251        <p style="margin-top:16px;font-size:.94rem;color:#514549;">An AAC&amp;U pilot across 7 minority-serving institutions found that TILTing just two assignments produced significant gains in confidence, belonging, and skill mastery, with the largest gains for first-generation and underserved students. It is transparency, not more work.</p>
252        <span class="more">Read the full framework &rarr;</span>
253      </a>
254      <a class="fcard" href="strategies.html#f-twolane">
255        <span class="tag">Two-Lane</span>
256        <h3>Thinking about two purposes for assessment</h3>
257        <p>From the University of Sydney (Liu &amp; Bridgeman). Assessment now has to both assure that students achieved the outcomes and help them learn to work with AI. One assessment type cannot do both, so every assessment is sorted into one lane:</p>
258        <ul class="plain">
259          <li><b>Lane 1: Controlled.</b> Conditions controlled enough to give a defensible signal of the student&rsquo;s own capability. This is about conditions, not location, so it fits async online. AI may be banned, restricted, or deliberately permitted in specified ways, depending on the learning outcome being assured.</li>
260          <li><b>Lane 2: Open.</b> AI use is permitted and perhaps encouraged. Students demonstrate their skills and knowledge in the environment where they will actually use them, while also developing AI literacy: evaluating, refining, and taking responsibility for AI output rather than simply submitting it.</li>
261        </ul>
262        <p style="margin-top:16px;font-size:.94rem;color:#514549;">Assign lanes assessment by assessment. Put controlled conditions only where an outcome must be assured, and let most of the course live in the open lane. A single task can combine both: an open project capped by a short controlled check.</p>
263        <span class="more">Read the full framework &rarr;</span>
264      </a>
265    </div>
266    <div class="design-sentence">
267      <span class="k">Putting them<br>together</span>
268      <p>Two-Lane decides which lane a task lives in, controlled (Lane 1) or open (Lane 2). TILT makes the rules of that lane explicit, especially in the open lane. With those decisions in place, the <span class="br">nine strategies</span> below offer practical ways to redesign individual assessments.</p>
269    </div>
270  </div>
271</section>
272
273<!-- ============ NINE STRATEGIES ============ -->
274<section id="strategies">
275  <div class="wrap">
276    <div class="section-head">
277      <p class="eyebrow">Practical moves</p>
278      <div class="gold-rule"></div>
279      <h2>Nine practical strategies</h2>
280      <p class="lead-sub">Each one comes from real faculty who have published materials, working models, and examples you might consider adapting for your course and the ASU environment. Each is meant to spur your thinking and lay groundwork for discussion with colleagues, instructional designers, and leadership. Select any card to open the full strategy: why it works, how to actually do it, and where to look.</p>
281    </div>
282
283    <div class="cluster-legend">
284      <span class="legend-item"><span class="dot" style="background:#8C1D40"></span>Explicit expectations</span>
285      <span class="legend-item"><span class="dot" style="background:#00A3E0"></span>Presence &amp; relationship</span>
286      <span class="legend-item"><span class="dot" style="background:#78BE20"></span>Observed cognition</span>
287      <span class="legend-item"><span class="dot" style="background:#FF7F32"></span>Task design that resists AI substitution</span>
288      <span class="legend-item"><span class="dot" style="background:#AF674B"></span>Process &amp; feedback</span>
289      <span class="legend-item"><span class="dot" style="background:#2F6F7E"></span>Lane 1 controlled assurance</span>
290    </div>
291
292    <div class="grid-9">
293      <a class="scard" href="strategies.html#s1">
294        <div class="num">1</div>
295        <h3>Set an explicit AI-use policy for each assignment</h3>
296        <p>Per-task guidance (a level on the AI Assessment Scale, or a red / yellow / green tag) beats one blanket syllabus rule.</p>
297        <span class="clabel" style="color:#8C1D40">Explicit expectations</span>
298        <span class="more">Read the strategy &rarr;</span>
299      </a>
300      <a class="scard" href="strategies.html#s2">
301        <div class="num">2</div>
302        <h3>Open with short, unscripted student intros</h3>
303        <p>A 60&ndash;90 second video or audio intro establishes each student&rsquo;s voice and presence for the whole course.</p>
304        <span class="clabel" style="color:#00A3E0">Presence &amp; relationship</span>
305        <span class="more">Read the strategy &rarr;</span>
306      </a>
307      <a class="scard" href="strategies.html#s3">
308        <div class="num">3</div>
309        <h3>Build in brief interaction each module</h3>
310        <p>A short synchronous or semi-synchronous touchpoint builds relationship and presence, and keeps students engaged.</p>
311        <span class="clabel" style="color:#00A3E0">Presence &amp; relationship</span>
312        <span class="more">Read the strategy &rarr;</span>
313      </a>
314      <a class="scard" href="strategies.html#s4">
315        <div class="num">4</div>
316        <h3>Embed brief low-stakes oral explanations</h3>
317        <p>A one- to two-minute &ldquo;micro-oral&rdquo; where students explain their reasoning puts the focus on how they think, and gives you authentic evidence in their own voice.</p>
318        <span class="clabel" style="color:#78BE20">Observed cognition</span>
319        <span class="more">Read the strategy &rarr;</span>
320      </a>
321      <a class="scard" href="strategies.html#s5">
322        <div class="num">5</div>
323        <h3>Require local, personal, or course-specific context</h3>
324        <p>A real workplace, community, or lived case deepens learning and is hard to outsource to AI.</p>
325        <span class="clabel" style="color:#FF7F32">Task design vs. AI substitution</span>
326        <span class="more">Read the strategy &rarr;</span>
327      </a>
328      <a class="scard" href="strategies.html#s6">
329        <div class="num">6</div>
330        <h3>Reference students&rsquo; own prior work</h3>
331        <p>Build a mid-term on a student&rsquo;s Week 3 submission or a named classmate&rsquo;s post, so course-internal context is required.</p>
332        <span class="clabel" style="color:#FF7F32">Task design vs. AI substitution</span>
333        <span class="more">Read the strategy &rarr;</span>
334      </a>
335      <a class="scard" href="strategies.html#s7">
336        <div class="num">7</div>
337        <h3>Make work-in-progress and feedback part of the deliverable</h3>
338        <p>Drafts, decision logs, and a response memo make the work something the student has to actually do.</p>
339        <span class="clabel" style="color:#AF674B">Process &amp; feedback</span>
340        <span class="more">Read the strategy &rarr;</span>
341      </a>
342      <a class="scard" href="strategies.html#s8">
343        <div class="num">8</div>
344        <h3>Design for a real audience beyond the instructor</h3>
345        <p>When a real person needs the work, &ldquo;good&rdquo; becomes concrete and the assignment justifies itself.</p>
346        <span class="clabel" style="color:#FF7F32">Task design vs. AI substitution</span>
347        <span class="more">Read the strategy &rarr;</span>
348      </a>
349      <a class="scard" href="strategies.html#s9">
350        <div class="num">9</div>
351        <h3>Include a controlled (Lane 1) assessment</h3>
352        <p>A controlled assessment gives you confidence the work reflects what the student knows and can do. Controlled, not AI-banned, not in-person.</p>
353        <span class="clabel" style="color:#2F6F7E">Lane 1 controlled assurance</span>
354        <span class="more">Read the strategy &rarr;</span>
355      </a>
356    </div>
357
358    <div class="nine-cta">
359      <a class="btn btn-maroon" href="strategies.html">Open the full nine strategies, with the how-to and sources &rarr;</a>
360      <p class="note">The complete resource: why each move works, how to actually do it, and where to look, plus the two foundational frameworks in depth.</p>
361    </div>
362  </div>
363</section>
364
365<!-- ============ INTEGRITY BY DESIGN ============ -->
366<section id="integrity" class="soft">
367  <div class="wrap">
368    <div class="section-head">
369      <p class="eyebrow">Companion resource</p>
370      <div class="gold-rule"></div>
371      <h2>Integrity Through Design</h2>
372      <p class="lead-sub">Academic integrity is not just upheld, it is actively cultivated through thoughtful course design. Grounded in the values of Principled Innovation, this guide treats integrity as a design challenge that centers human dignity and a culture of shared responsibility and trust.</p>
373    </div>
374    <div class="pdf-frame">
375      <div class="pdf-bar">
376        <span class="t">Integrity Through Design &middot; Teaching in the Age of AI</span>
377        <a href="https://drive.google.com/file/d/1Vtoomeb-7eXMgTaFYmuAAmj_JDkaiT2d/view" target="_blank" rel="noopener">Open in Google Drive &rarr;</a>
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393
394    <div class="form-wrap">
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406      <div class="fcol fbrand">
407        <span class="asu">Arizona State University</span>
408        <span class="unit">Office of the Provost + EdPlus</span>
409        <p>A collaborative effort to help faculty design and assess<br>authentic student learning in the age of AI.</p>
410      </div>
411      <div class="fcol">
412        <div class="flinks">
413          <a href="#overview">Overview</a>
414          <a href="#frameworks">Frameworks</a>
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