Redesigning Assessments in Business Education: Addressing Generative AI’s Impact on Academic Integrity

Abstract

Generative AI technologies, including ChatGPT, DALL·E, and others, are increasingly prevalent in tertiary business education. While these tools offer enhanced learning opportunities and aid creativity, they also introduce new challenges for assessment design, raising concerns about academic integrity, skill development, and learning outcomes. This paper examines the implications of generative AI on traditional assessment methods in tertiary business education and advocates for a reconsideration of assessment frameworks to ensure academic integrity and authenticity in student learning. Drawing from secondary data, studies, and educational reports, the paper offers a set of recommendations for rethinking assessment practices in light of the growing use of AI by students.