Mike Perkins, Darius Postma, Jasper Roe, Susan Sisay, Craig Holdcroft (2026) — arXiv cs.HC 📄 Full text (arXiv) 📄 PDF
This study examines the implementation of the Artificial Intelligence Assessment Scale (AIAS), a structured framework for redesigning university assessment in response to generative AI. Surveying 80 academic staff, the researchers found that while the framework's transparency and guidance were valued, implementation was hampered by departmental inconsistencies, workload pressures, and uncertainty about appropriate AI use levels.
The study frames assessment reform through the lens of 'assessment security', conceptualizing the work of redesign as a security practice in higher education. Staff described the process as 'a bit of chaos and madness', capturing both the disruptive potential and the lack of coordinated institutional support. This connects to broader challenges around academic integrity in the age of generative AI.
The findings have implications for faculty development and institutional policy, suggesting that successful AI assessment frameworks require not just clear guidelines but also adequate resourcing, departmental alignment, and ongoing professional support. The study contributes to the growing literature on implementation science for AI literacy in higher education.
Related Pages
- academic-integrity — Academic integrity in the age of AI
- higher-ed — Higher education contexts and policies
- ai-literacy — AI literacy concepts and programs
- teacher-role — The evolving role of teachers with AI
- assessment — Assessment design and reform
- policy-maker — Policy implications for AI in education
- credential-cognitive-stewardship-ai-assessment — What Does the Credential Still Certify? Cognitive Stewardship for AI-Mediated Ed
Citation
APA: Mike Perkins, Darius Postma, Jasper Roe, Susan Sisay, Craig Holdcroft (2026). 'A bit of chaos and madness': The AI Assessment Scale and the work of assessment reform. arXiv:2606.26729. arXiv cs.HC.