Employing generative artificial intelligence (GenAI) to create assessment materials is swiftly becoming standard practice – but how can learners and teachers trust the quality and validity of the content? Drawing on Cambridge’s own experiences and newly emerging frameworks for AI in education, this paper:
- Outlines why GenAI raises distinctive opportunities and risks for assessment content creation
- Articulates six key ethical and assessment principles that should guide the responsible use of AI in this domain
- Describes how these principles are embedded in Cambridge’s GenAI‑enabled content‑creation tools, workflows and governance processes
- Explains how human oversight, quality assurance and psychometric validation are maintained at all stages
- Presents empirical case studies illustrating both the potential and the limits of GenAI in assessment contexts
“Cambridge will keep pace with the opportunities and innovations provided by GenAI – but will adopt these developments through ethical principles, human expertise, and an evidence-based approach.”
Read the research paper