HomeAnnotated BibliographiesGenAI Assessment and Learning Outcomes for Generative AI in Higher Education: A Scoping Review on Current Research Status and Trends Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Affirming and Inclusive Engaged Learning for Neurodivergent Students Capstone Experiences Conditions for Meaningful Learning GenAI and Engaged Learning Global Learning Internships Learning Communities Learning on Location: Place-Based Pedagogies Mentoring Service-Learning Student-Faculty Partnership Supporting Neurodiverse and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Weng, Xiaojing, Qi Xia, Mingyue Gu, Kumaran Rajaram, and Thomas K.F. Chiu. 2024. "Assessment and Learning Outcomes for Generative AI in Higher Education: A Scoping Review on Current Research Status and Trends." Australasian Journal of Educational Technology 40 (6): 37-55. https://doi.org/10.14742/ajet.9540.About this Journal Article: This scoping review synthesizes 34 studies to identify three emerging assessment approaches (traditional, innovative/refocused, and GenAI-incorporated) and establishes “career-driven competencies” and “lifelong learning skills” as the new learning outcomes of the GenAI era. It provides the evidence-based foundation for moving from compliance-based assessment strategies to structural redesign that develops both human competency and human-AI collaboration—the dual priority at the heart of healthcare education’s assessment challenge. Recommended by E’lise Nissen.
