Designing assessments for the age of AI, that reward thinking, not tools: practical lessons from teaching large cohorts

This article reflects on small but effective shifts I made to assessment design while teaching international MBA and MSc students, in response to growing concerns around generative AI, academic integrity and student engagement. Drawing on classroom practice and research-informed teaching, the piece offers practical strategies for designing assessments that promote critical thinking, real-world application and inclusive learning, without requiring major curriculum redesign. Rather than focusing on how to combat the use of AI in the classroom, the article argues for embedding AI in meaningful ways and supporting students to use it ethically and productively for learning. I share evidence from my modules, including what worked, what did not, and how co-creation with students led to improved engagement. These shifts generated significant interest from colleagues, with many requesting slides and follow-up discussions on the approach.The article is intended as a clear, advice-led resource for educators facing similar challenges and focuses on actionable insights rather than theory-heavy discussion.