Yes! But only with a very large caveat: when constructive alignment is correctly employed! This is the 4th post in a series on constructive alignment.
Category: exam performance
The consequences of Gen-AI grade inflation
In a previous post, I discussed Sadler’s (2005) admonitory observation of aggregating grades as a proxy for outcome attainment. Careful design, however, including signalling which
Unsecured assessment and gen-AI: the apples aren’t apples anymore
If we believe there is an acceptable spectrum of AI influence on assessments that are not secure, as Curtis (2025) argues, we must carefully consider
Using AI to generate follow-up questions in an oral assessment
In a previous post, I discussed the need to consider the logistical and pedagogical implications of running an oral assessment as an extra assurance that
The question bank is obsolete
As a way to mitigate cheating in assessment, the question bank became a form of self-penalisation for students who wanted to ask their peers for
Doing less to do more
Key takeaways In all of my time as a teacher and learning designer, the resounding reason why educators don’t work on improving their courses is
LEARNING DESIGN by Paul G Moss 