This just published. I have downloaded the paper, but not yet reviewed it. I share this for others who are interested in the need to evolve assessment practices in the new GenAI age.
Appraising higher education assessment validity: Development of the PANDORA GenAI Susceptibility Rubric
Link to PDF download:
https://journals.sfu.ca/jalt/index.php/jalt/article/view/2429/969
ISSN: 2591-801X
Peter Bannister, Researcher, Universidad Internacional de La Rioja, Spain
Alexandra Santamaría , Urbieta Professor, Universidad Internacional de La Rioja, Spain
Nuria Brufau Alvira, Lecturer, Universidad Internacional de La Rioja, Spain
Appraising higher education assessment validity: Development of the PANDORA GenAI Susceptibility Rubric
Link to PDF download:
https://journals.sfu.ca/jalt/index.php/jalt/article/view/2429/969
ISSN: 2591-801X
Peter Bannister, Researcher, Universidad Internacional de La Rioja, Spain
Alexandra Santamaría , Urbieta Professor, Universidad Internacional de La Rioja, Spain
Nuria Brufau Alvira, Lecturer, Universidad Internacional de La Rioja, Spain
Abstract
This paper presents the development and application of the PANDORA GenAI Susceptibility Rubric, a novel tool designed to assess the susceptibility of higher education assessments to the undeclared use of generative artificial intelligence (GenAI) tools. In response to growing concerns about academic integrity and the rising sophistication of GenAI technologies, the rubric provides educators with a structured framework to critically evaluate the validity of their assessments across key criteria, including collaborative authorship, intellectual task complexity, and the opportunity for creativity. Through a mixed-methods design, the rubric was refined to include expert-informed modifications and validated through end-user application across various arts and humanities courses. Results highlight how assessment design can either mitigate or exacerbate GenAI susceptibility, revealing that tasks requiring genuine collaboration, creative thinking, and process-oriented evaluation offer greater resistance to AI manipulation. The rubric also emphasises balancing detailed guidance with student autonomy to avoid facilitating GenAI prompt formulation. This study contributes to the field by offering a practical instrument that promotes more robust, ethically sound, and future-proofed assessment practices. It serves as a critical response to the pressing challenges posed by GenAI in higher education and informs ongoing discourse on academic integrity.
This paper presents the development and application of the PANDORA GenAI Susceptibility Rubric, a novel tool designed to assess the susceptibility of higher education assessments to the undeclared use of generative artificial intelligence (GenAI) tools. In response to growing concerns about academic integrity and the rising sophistication of GenAI technologies, the rubric provides educators with a structured framework to critically evaluate the validity of their assessments across key criteria, including collaborative authorship, intellectual task complexity, and the opportunity for creativity. Through a mixed-methods design, the rubric was refined to include expert-informed modifications and validated through end-user application across various arts and humanities courses. Results highlight how assessment design can either mitigate or exacerbate GenAI susceptibility, revealing that tasks requiring genuine collaboration, creative thinking, and process-oriented evaluation offer greater resistance to AI manipulation. The rubric also emphasises balancing detailed guidance with student autonomy to avoid facilitating GenAI prompt formulation. This study contributes to the field by offering a practical instrument that promotes more robust, ethically sound, and future-proofed assessment practices. It serves as a critical response to the pressing challenges posed by GenAI in higher education and informs ongoing discourse on academic integrity.
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