Generative AI is placing pressure on assessment paradigms. Yet institutions oscillate between unreliable detection tools and uncritical adoption. This study moves beyond this binary to propose evidence-informed frameworks for assessment redesign that support academic integrity while recognising evolving professional role of AI. Drawing on a systematic analysis of sport management education contexts with clear transferability across disciplines, the research demonstrates how authentic, context-rich assessment can cultivate distinctively human capabilities while integrating AI.

The study identifies structural failures in institutional responses. Traditional plagiarism detection proves ineffective against sophisticated AI-generated submissions (Alawad et al., 2025; Kovari, 2025). Students increasingly perceive AI as legitimate learning support, widening policy-practice gaps. Algorithmic bias embedded in training data risks reproducing inequitable outcomes (Baker & Hawn, 2022). Such dynamics can inadvertently undermine the development of higher-order capabilities including critical judgement, contextual reasoning, and ethical decision-making. These challenges demand assessment redesign prioritising pedagogical purpose over technological novelty.

The research provides practical assessment frameworks. Multimodal assessment combining written, oral, and applied components promotes diverse expression less susceptible to automation. Portfolio-based evaluation tracks learning trajectories difficult to replicate algorithmically. Collaborative assessment formats emphasise real-time human communication and shared problem-solving. Case-based tasks requiring critical evaluation of AI-generated outputs position students as informed, not passive, users (Kovari, 2025). These strategies speak to a broader cross-disciplinary imperative: redesigning assessment systems that maintain academic integrity while preparing graduates for AI-mediated professional environments. Authentic evaluation, therefore, emerges not as a defensive response to technological disruption, but as a central pedagogical challenge for contemporary higher education.

Authors:
Christopher Yorke, Western Sydney University, Australia
Estee Ch'ng, Western Sydney University, Australia
Lalitha Kirsnan, Western Sydney University, Australia
Mike Rayner, University of Portsmouth, United Kingdom

About the Presenter(s)
Dr Christopher Yorke is an Associate Lecturer in Sport Management at Western Sydney University. He co-authors the Routledge book Teaching and Learning in Sport Management. His research focuses on pedagogy and grassroots sport financial sustainability

Connect on Linkedin
https://www.linkedin.com/in/christopheryorke/

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