Faculty Perceptions of their Assessment Practices in the Age of AI: A Qualitative Case Study

Assessment practices are evolving from traditional methods to more personalized approaches due to the widespread growth of Artificial Intelligence (AI) tools. This change encourages educators to redesign assessments that emphasize real-world applications over memorization. The current qualitative case study explored faculty awareness of new assessment practices in the age of AI at one university in the northern region of Pakistan. Semi-structured interviews were used for data collection from faculty members, purposively selected from four faculties (Arts & Humanities, Biological & Health Sciences, Law & Social Sciences, and Natural and Computational Sciences) of the university. From thematic analysis of the data, two main themes emerged, i.e. evaluating students’ learning beyond AI and innovative assessment practices to assess authentic learning. The main findings depicted that teachers used project-based activities, classroom-based tasks, and assessed students through standard criteria. Moreover, the findings focused on assessment tasks exploring critical thinking, problem-solving, and creativity, rather than mere learning and rote memorization. The study suggests that universities may promote authentic assessments by determining criteria and ensuring the ethical use of AI.