How should higher education approach assessment when artificial intelligence is becoming an increasingly familiar part of how students learn, work and access information?
That question brought together academics, educational leaders, learning designers and practitioners from across the UK and internationally for AI & Authentic Assessment in a Digital Era, a virtual conference hosted by the Oxford International Digital Institute (OIDI).
Held on 1 July 2026, the conference formed part of the AI Literacy & Authentic Assessment in Higher Education Collaborative Enhancement Project (CEP), funded by the Quality Assurance Agency for Higher Education (QAA) and led by OIDI. The project brings together a network of universities and institutions to explore how AI can be used in teaching, learning and assessment for both staff and students, with a particular focus on building confidence, capability and critical understanding.
A sector-wide conversation
Throughout the day, speakers shared emerging research, institutional approaches and practical examples of how AI is already influencing higher education.
Contributors represented institutions including Edge Hill University, Bangor University International College, the University of Brighton, Durham University, Northeastern University London, the University of Plymouth, the University of Roehampton, the University of Manchester, the University of Doha for Science and Technology and the American University of Phnom Penh, alongside OIDI, Oxford International and BRITEthink.
While their contexts and approaches varied, several common themes emerged.
Three shifts shaping assessment
The first was a move from AI adoption towards AI maturity. Rather than focusing simply on which technologies institutions can introduce, discussions explored how AI can be implemented intentionally, supported by appropriate governance, staff capability and a clear educational purpose.
A second theme was the growing focus on assessing thinking rather than simply outputs. From dialogic and process-based assessment to metacognition and consultancy learning, speakers explored ways to make students’ reasoning, reflection and professional judgement more visible. As AI becomes increasingly capable of producing polished outputs, understanding the learning process behind them becomes even more important.
Finally, discussions highlighted the evolution of AI literacy as a graduate capability. AI literacy is increasingly about more than knowing how to operate a tool. Critical evaluation, ethical awareness, judgement and understanding when AI enhances or limits learning are becoming important capabilities in their own right.
Continuing the conversation
The conference marked an important milestone for the Collaborative Enhancement Project, but the work continues. Later in 2026, the project will release the AI Literacy Development Tool and Authentic Assessment Framework, providing practical resources to support educators as they navigate these questions. If you are interested in receiving these resources, please register your interest.
In a new article for OIDI, Dr Linda Marron PFHEA reflects in greater depth on the discussions from across the conference and what they tell us about the changing relationship between AI, learning and assessment in higher education.
Read the full OIDI article: AI & Authentic Assessment in a Digital Era: Three Shifts Shaping the Future of Higher Education.