3.1 Addressing Generative AI Misuse through Contextual Task Design
Authentic assessment redesign addresses the growing vulnerabilities of higher education evaluations by linking student performance directly to contextualised, higher-order problem-solving. As automated generative tools transform the nature of independent student coursework, traditional product-focused evaluations fail to guarantee authentic student authorship. Grounding assessment architecture in social constructivism and competency-based learning allows institutions to mitigate misconduct risks by prioritising reflective inquiry and cognitive application over standardised outputs (W4406199489 2025). Within this theoretical paradigm, assessment shifts from a static verification of content recall to an active, situated demonstration of student reasoning, requiring learners to construct bespoke solutions to authentic challenges. To counterbalance generative misconduct, pedagogical design must prioritise the learning process over final textual submissions. Adopting frameworks that emphasise process-oriented development, continuous feedback, and human-AI collaboration enables educators to cultivate critical thinking while preserving academic standards across diverse disciplinary environments (doaj-998738c72c4d482389993c863089b586 2025). Furthermore, empirical models demonstrating the integration of authentic assessment show that aligning curriculum requirements with applied problem-solving enhances student engagement, promotes employability competencies, and reinforces adherence to institutional integrity standards (crossref-10-4995-head24-2024-17136 2024). When evaluative tasks require students to contextualise disciplinary concepts within complex, iterative frameworks, the operational utility of unacknowledged artificial intelligence automation decreases substantially. Consequently, embedding authenticity and scaffolded reflection within assessment task design bridges constructivist learning theory and institutional integrity policy, transforming summative evaluation into an active driver of genuine, verifiable academic achievement.