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: feedback culture
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
What is constructive alignment?
This is the third post in a series on constructive alignment. The first is here. Constructive alignment is a curriculum design principle grounded in constructivist
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
Do assessments represent the course outcomes? Probably not!
This is the second post in a series on constructed misalignment and an approach to mitigate it. In the first, it was highlighted that there
LEARNING DESIGN by Paul G Moss 