If we continue to prioritise memorisation in an age of wall-to-wall information, we send the wrong message to our students and employers. Michelle Seref offers advice on assessment that builds critical thinking skills. For much of higher education’s modern history, assessment has followed a familiar formula: a midterm and a final exam, with a heavy emphasis on whether students can retain and reproduce information. That model made sense in a world where knowledge was scarce and expertise lived primarily in textbooks and lectures. That world no longer exists. With students’ early access to technology, they can find most information from Google, YouTube and, now, AI chatbots. The rapid rise of generative AI hasn’t made assessment obsolete, but it has made its misalignment impossible to ignore. The real question is no longer what students know, but how they think, decide, adapt and apply judgement. Yet many assessments still measure recall rather than application.