Just Redesign Your Assessment. Okay. How?

“What do I do?”

After watching AI tackle a live assignment brief, a program manager asks the question that a policy document cannot answer for her. She has hundreds of students, multiple locations and a teaching team. She needs a workable next step.

This week, Dale Leszczynski and Nick McIntosh explore the missing middle between AI assessment policy and what educators can actually do on Monday.

Nick shares a sector scan of 114 publicly documented cases of assessment-related change in response to AI. Five overlapping patterns emerge: interactive oral, critical appraisal, process portfolio, controlled performance and situated performance. Interactive orals appear most often, featuring in 44 cases.

Then comes the implementation. At Newcastle, a six-minute conversation sits inside a 15-minute appointment for a cohort of 524 students. Across the examples discussed, bookings, adjustments, marking, feedback and missed appointments all need someone to own them.

We also examine why different written and oral results cannot establish misconduct on their own, what process records can show, and why the published accounts leave important questions about cost, fairness and evaluation unanswered.

The scan covers the public record available to the team. It cannot reveal unpublished practice or establish that the approaches are effective simply because institutions adopted them.

The practical starting point: one assessment, one colleague, a clear statement of the learning evidence you need, and a decision in advance about what would make you keep, adapt or stop the approach.

🎙️ Adjunct Intelligence is the weekly briefing for higher-ed professionals who want AI as a cheat code—not a headache.

Every episode:
• Real tests of AI tools in education and professional workflows
• Fast, Monday-morning actions you can actually try
• Clear signal through the noise (no hype, no jargon)

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