Reframing Assessments in the Age of AI: A Multidisciplinary Student-Centred Framework for Enhancing Creativity

Abstract

This study examines how assessment design in higher education can foster creativity while minimising over-reliance on generative artificial intelligence (AI). The increasing availability of AI tools has significantly transformed student learning behaviours, raising concerns about reduced critical thinking, academic integrity, and superficial engagement with learning tasks. Traditional assessment approaches, which often prioritise content reproduction, may inadvertently encourage students to rely on AI-generated outputs rather than engage meaningfully with knowledge construction. This research adopted a qualitative design science research (DSR) approach, drawing on semi-structured interviews with 10 lecturers and 14 students across multiple disciplines at a higher education institution in South Africa. Thematic analysis revealed five key findings: current assessments limit creativity and promote reproduction; AI reliance is driven by uncertainty in assessment expectations rather than student laziness; students prefer authentic, real-world, and multidisciplinary tasks; assessment literacy is low among both students and lecturers; and AI can enhance creativity when integrated ethically. Based on these findings, the study proposes a multidisciplinary student-centred assessment framework comprising creative assessment design, authentic multidisciplinary tasks, and ethical AI integration. The framework contributes to theory and practice by offering a structured approach to redesigning assessments in an AI-enabled educational environment. The study provides practical implications for higher education institutions seeking to balance innovation, creativity, and academic integrity.

https://doi.org/10.26803/MyRes.2026.19