Rethinking Assessment in Higher Education: Inclusive, Feedback-Rich, and AI-Supported Practices

Issued on 13 May 2026 by

INGENIUM European University

This faculty development course supports higher education staff in rethinking assessment as an inclusive, learning-oriented, and feedback-rich pedagogical practice. It moves beyond assessment as measurement, foregrounding assessment as learning, participatory design, and student agency, while addressing the pedagogical and ethical implications of AI-supported assessment. Drawing on research-informed practices and case studies from across the INGENIUM European University Alliance, the course develops participants’ assessment literacy and capacity to design transparent, student-centred, and multimodal assessment practices. Particular emphasis is placed on co-creation of criteria and rubrics, sustainable feedback and feed-forward systems, and the responsible integration of generative AI in assessment. A central component of the course is practice-based professional learning: participants redesign an assessment element in their own teaching context, implement it, and document the process through a small-scale action research project. Reflective judgment, peer-coaching, and iterative design are embedded throughout.

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Achievement Type	Certificate Of Completion
Credits Available	8.0
Field of Study	Education
Specialization	Faculty development courses

Issuer

INGENIUM European University

badge@ingenium-university.eu

INGENIUM is an alliance of ten institutions of higher education from ten European countries. We seek to enable each member of the network to offer high-quality study and qualification programmes with digital components which are shared within the INGENIUM Alliance. Due to the internationalisation of courses and an increase in student and staff mobility, the promotion of intercultural competence among teachers and students is of central interest to us.

Criteria

To earn 8 ECTS participants must successfully complete all required learning activities and assessments, demonstrating achievement of the stated learning outcomes. Specifically, participants are required to: Complete all asynchronous learning modules and engage with video lectures Successfully complete formative multiple-choice quizzes with feedback (25%) Participate in at least one guided reflective activities and respond to a colleague’s response providing peer-coaching(25%) Design, implement, and document a mini action research project focused on assessment redesign within their own teaching context (50%)

The final submission must include: A redesigned assessment task aligned with inclusive and student-centred principles Evidence of implementation A critical reflective report demonstrating engagement with assessment theory and input presented in the MOOC. Assessment is criterion-referenced, aligned with the learning outcomes, and evaluated based on: conceptual understanding of assessment approaches coherence of assessment design integration of inclusive and/or AI-supported practices depth of critical reflection and professional learning