Towards inclusive and equitable assessment practices in the age of GenAI: Revisiting academic literacies for multilingual students in academic writing

• Autores: Jade Kim, Elena Danilina
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 62, Nº 5, 2025, págs. 1593-1597
• Idioma: inglés
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• Resumen

  • Since higher education institutions aim to promote social justice through equity, diversity, and inclusion (EDI), educators have raised concerns about the equitable and inclusive implementation of AI-based assessment practices in academic writing for multilingual students, who have been historically disenfranchised. Using academic literacies and critical digital literacies, this opinion piece examines the potential and perils of GenAI in designing more equitable and inclusive assessment practices, particularly for multilingual students in English-medium academic contexts. To ensure that AI-mediated assessments are designed in accordance with the principles of EDI, educators need to shift from current skills-based assessments to an assets-based approach that focuses on developing students’ critical AI literacies. We propose redesigning writing assessments to focus on the students’ writing process rather than the product, engaging them in conversations about power imbalances and cultural biases in GenAI.