Assessment is fast becoming a central focus in the higher education debate as we move into an era of generative AI, but too often institutions are responding through compliance and risk-management actions rather than fundamental pedagogical reform. Tightened regulations, expanded scrutiny and mechanistic controls may reassure quality assurance systems, but they run the risk of diluting genuine transformation and placing unsustainable pressure on staff and students alike. Assessment is not simply a procedural hurdle; it is a pivotal experience that shapes what students learn, how they engage with content and what universities and employers prioritise as valuable knowledge and skills. If reform is driven through compliance, we will miss opportunities to align assessments with the learning needs of a graduate entering the gen-AI era.
