From Cognitive Necessity to Cognitive Choice: Higher Education Assessment and Learning in the Age of Generative AI

The widespread adoption of generative artificial intelligence in higher education has intensified debates around assessment, authorship, and academic integrity. This paper argues that such debates obscure a more fundamental pedagogical shift, namely, the decoupling of assessment performance from cognitive engagement. Historically, assessment functioned not only as a measure of learning, but also as a structural mechanism that implicitly enforced cognitive engagement. With the advent of GenAI, learners can increasingly produce assessment outputs without necessarily engaging in the cognitive processes traditionally associated with learning. As a result, cognitive engagement has shifted from being a pedagogical necessity to an intentional learner choice. This paper conceptualises this shift as the cognitive engagement gap, wherein successful assessment completion no longer reliably indicates learning or epistemic development. Through a theory-informed conceptual analysis, the paper examines how GenAI reconfigures learning processes, challenges the validity of assessment as a proxy for learning, and exposes long-standing assumptions embedded in assessment-centred pedagogies. In response, the paper proposes a Cognitive Engagement-Centred Assessment (CECA) framework, offering principled guidance for designing assessment that foregrounds cognitive processes, metacognition, and learning assurance in AI-mediated environments. The paper concludes by positioning GenAI not as a threat to assessment, but as a catalyst for more intentional, transparent, and learning-centred pedagogical design.