There is a silent (maybe not so) but transformative shift underway in the traditional approach to assessing students’ learning outcomes. Students across various disciplines are increasingly turning to large language models (LLMs) to draft, edit, and even entirely compose their written assignments – including coding assisted by intelligent agents, in the case of computer science. Meanwhile, academics, overwhelmed with administrative pressures and high marking loads, are also relying on similar tools to summarise submissions, generate feedback, and assist in the grading process. Despite the widespread use of these practices, higher education continues to behave as an institution that replicates an idea of bureaucratised teaching, idealising itself as a self-centred space of knowledge, and validating students’ learning primarily based on the product, as if the relationship between the production and dissemination of information and knowledge had not radically changed.
