{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,26]],"date-time":"2026-03-26T15:44:09Z","timestamp":1774539849897,"version":"3.50.1"},"reference-count":81,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2025,3,31]],"date-time":"2025-03-31T00:00:00Z","timestamp":1743379200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["bera-journals.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Brit J Educational Tech"],"published-print":{"date-parts":[[2025,11]]},"abstract":"<jats:sec><jats:label\/><jats:p>Generative AI (hereinafter GenAI) technology, such as ChatGPT, is already influencing the higher education sector. In this work, we focused on the impact of GenAI on the academic integrity of assessments within higher education institutions, as GenAI can be used to circumvent assessment approaches within the sector, compromising their quality. The purpose of our research was threefold: first, to determine the extent to which the use of GenAI can be detected via the marking and moderation process; second, to understand whether the presence of GenAI affects the marking process; and finally, to establish whether authentic assessments can safeguard academic integrity. We used a series of experiments in the context of two UK\u2010based universities to examine these issues. Our findings indicate that markers, in general, are not able to distinguish assessments that have had GenAI input from assessments that did not, even though the presence of GenAI affects the way markers approach the marking process. Our findings also suggest that the level of authenticity in an assessment has no impact on the ability to safeguard against or detect GenAI usage in assessment creation. In conclusion, we suggest that current approaches to assessments in higher education are susceptible to GenAI manipulation and that the higher education sector cannot rely on authentic assessments alone to control the impact of GenAI on academic integrity. Thus, we recommend giving more critical attention to assessment design and placing more emphasis on assessments that rely on social experiential learning and are performative rather than output\u2010based and asynchronously written.<\/jats:p><\/jats:sec><jats:sec><jats:label\/><jats:p>\n<jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption><jats:title>Practitioner notes<\/jats:title><\/jats:caption><jats:p>What is already known about this topic\n<jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>GenAI has enabled students to complete higher education assessments quickly and with good quality, leading to challenges in academic integrity.<\/jats:p><\/jats:list-item>\n<jats:list-item><jats:p>GenAI has transformed the requirements and considerations in assessment design in higher education.<\/jats:p><\/jats:list-item>\n<jats:list-item><jats:p>Authentic assessments are seen as a prominent way to tackle the GenAI challenge.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p><jats:p>What this paper adds\n<jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>We provide quantitative and qualitative experimental evidence suggesting that GenAI can generate authentic assessments that pass the scrutiny of experienced academics.<\/jats:p><\/jats:list-item>\n<jats:list-item><jats:p>We demonstrate how the use of authentic assessments alone does not protect the academic integrity of students in higher education.<\/jats:p><\/jats:list-item>\n<jats:list-item><jats:p>Our qualitative analysis indicates that markers may generate false positive and false negative results if they suspect GenAI tampering in an assessment. Thus, students' learning is not assessed correctly.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p><jats:p>Implications for practice and\/or policy\n<jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>When universities and national organisations design policies regarding GenAI, authentic assessments are not the panacea; the focus must remain on assessment design.<\/jats:p><\/jats:list-item>\n<jats:list-item><jats:p>Assessments of learning need to shift from assessing output to focusing on process and relevance to the workplace. That would mean a paradigmatic shift from written assessments to synchronous interpersonal assessments.<\/jats:p><\/jats:list-item>\n<jats:list-item><jats:p>The move away from written assessments has implications that are far reaching for the academy if written assessments cannot be trusted as a reliable indicator for and of learning.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p><\/jats:boxed-text>\n<\/jats:p><\/jats:sec>","DOI":"10.1111\/bjet.13585","type":"journal-article","created":{"date-parts":[[2025,4,1]],"date-time":"2025-04-01T07:37:19Z","timestamp":1743493039000},"page":"2522-2549","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":32,"title":["The impact of generative <scp>AI<\/scp> on academic integrity of authentic assessments within a higher education context"],"prefix":"10.1111","volume":"56","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4577-2883","authenticated-orcid":false,"given":"Alexander K.","family":"Kofinas","sequence":"first","affiliation":[{"name":"Graduate School of Business University of Bedfordshire  Luton UK"}]},{"given":"Crystal Han\u2010Huei","family":"Tsay","sequence":"additional","affiliation":[{"name":"Executive Business Centre University of Greenwich  London UK"}]},{"given":"David","family":"Pike","sequence":"additional","affiliation":[{"name":"Graduate School of Business University of Bedfordshire  Luton UK"}]}],"member":"311","published-online":{"date-parts":[[2025,3,31]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.30935\/cedtech\/13152"},{"key":"e_1_2_11_3_1","unstructured":"Advance HE. (2023).Higher education in the era of AI.https:\/\/www.advance\u2010he.ac.uk\/news\u2010and\u2010views\/higher\u2010education\u2010era\u2010ai"},{"key":"e_1_2_11_4_1","unstructured":"Advance HE. (2024).Authentic assessment in the era of AI.https:\/\/advance\u2010he.ac.uk\/membership\/all\u2010member\u2010benefit\u2010projects\/Authentic\u2010Assessment\u2010in\u2010the\u2010era\u2010of\u2010AI"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602938.2019.1639613"},{"key":"e_1_2_11_6_1","unstructured":"Appel G. Neelbauer J. &Schweidel D. A.(2023 April 7).Generative AI has an intellectual property problem.Harvard Business Review.https:\/\/hbr.org\/2023\/04\/generative\u2010ai\u2010has\u2010an\u2010intellectual\u2010property\u2010problem"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602938.2013.819566"},{"key":"e_1_2_11_8_1","doi-asserted-by":"publisher","DOI":"10.21541\/apjess.1293702"},{"issue":"28","key":"e_1_2_11_9_1","article-title":"Cheating goes global as essay mills multiply","volume":"55","author":"Bartlett T.","year":"2009","journal-title":"The Chronicle of Higher Education"},{"key":"e_1_2_11_10_1","doi-asserted-by":"publisher","DOI":"10.1186\/s13054\u2010023\u201004425\u20106"},{"issue":"4","key":"e_1_2_11_11_1","first-page":"1","article-title":"Aligning teaching for constructing learning","volume":"1","author":"Biggs J.","year":"2003","journal-title":"Higher Education Academy"},{"key":"e_1_2_11_12_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639\u2010023\u201012405\u20100"},{"key":"e_1_2_11_13_1","volume-title":"Transforming qualitative information: Thematic analysis and code development","author":"Boyatzis R. E.","year":"1998"},{"key":"e_1_2_11_14_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602938.2017.1343455"},{"key":"e_1_2_11_15_1","first-page":"81","article-title":"Assessment for learning","volume":"1","author":"Brown S.","year":"2005","journal-title":"Learning and Teaching in Higher Education"},{"key":"e_1_2_11_16_1","unstructured":"Cao Y. Li S. Liu Y. Yan Z. Dai Y. Yu P. S. &Sun L.(2023).A comprehensive survey of AI\u2010generated content (AIGC): A history of generative AI from GAN to ChatGPT.arXiv Preprint arXiv 2303.04226."},{"key":"e_1_2_11_17_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602938.2015.1077196"},{"key":"e_1_2_11_18_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jebo.2011.08.009"},{"key":"e_1_2_11_19_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10459-011-9292-5"},{"key":"e_1_2_11_20_1","volume-title":"Research methods in education","author":"Cohen L.","year":"2011"},{"key":"e_1_2_11_21_1","doi-asserted-by":"publisher","DOI":"10.1080\/14703297.2023.2190148"},{"key":"e_1_2_11_22_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10551-015-2988-3"},{"key":"e_1_2_11_23_1","doi-asserted-by":"publisher","DOI":"10.54097\/fcis.v2i2.4465"},{"key":"e_1_2_11_24_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.frl.2023.103662"},{"key":"e_1_2_11_25_1","doi-asserted-by":"publisher","DOI":"10.1080\/07294360.2019.1680956"},{"key":"e_1_2_11_26_1","doi-asserted-by":"publisher","DOI":"10.62273\/BZSU7160"},{"key":"e_1_2_11_27_1","volume-title":"Confident assessment in higher education","author":"Forsyth R.","year":"2022"},{"key":"e_1_2_11_28_1","doi-asserted-by":"publisher","DOI":"10.2196\/47737"},{"key":"e_1_2_11_29_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10439\u2010023\u201003272\u20104"},{"key":"e_1_2_11_30_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-031-12680-2_14"},{"key":"e_1_2_11_31_1","doi-asserted-by":"publisher","DOI":"10.1080\/23735082.2023.2254787"},{"key":"e_1_2_11_32_1","doi-asserted-by":"publisher","DOI":"10.3390\/socsci12080435"},{"key":"e_1_2_11_33_1","unstructured":"Guo H. Venkit P.N. Jang E. Srinath M. Zhang W. Mingole B. Gupta V. Varshney K.R. Sundar S.S.andYadav A. 2024.Hey GPT Can You be More Racist? Analysis from Crowdsourced Attempts to Elicit Biased Content from Generative AI. arXiv preprint arXiv:2410.15467."},{"key":"e_1_2_11_34_1","unstructured":"Harlen W.(2004).A systematic review of the evidence of the impact on students teachers and the curriculum of the process of using assessment by teachers for summative purposes.EPPI\u2010Center.https:\/\/eppi.ioe.ac.uk\/cms\/Portals\/0\/PDF%20reviews%20and%20summaries\/ass_rv4.pdf?ver=2006\u201003\u201002\u2010124724\u2010997"},{"key":"e_1_2_11_35_1","doi-asserted-by":"publisher","DOI":"10.1038\/s41598\u2010023\u201045644\u20109"},{"key":"e_1_2_11_36_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602938.2021.2009439"},{"key":"e_1_2_11_37_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602938.2014.881978"},{"key":"e_1_2_11_38_1","doi-asserted-by":"publisher","DOI":"10.1080\/0309877X.2016.1177172"},{"issue":"2","key":"e_1_2_11_39_1","first-page":"153","article-title":"Practical typology of authentic work\u2010integrated learning activities and assessments","volume":"18","author":"Kaider F.","year":"2017","journal-title":"Asia\u2010Pacific Journal of Cooperative Education"},{"key":"e_1_2_11_40_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.inffus.2023.101861"},{"key":"e_1_2_11_41_1","doi-asserted-by":"publisher","DOI":"10.1177\/1350507617738864"},{"key":"e_1_2_11_42_1","doi-asserted-by":"publisher","DOI":"10.1177\/10525629211022819"},{"key":"e_1_2_11_43_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.heliyon.2024.e25953"},{"key":"e_1_2_11_44_1","doi-asserted-by":"publisher","DOI":"10.5465\/amle.2005.17268566"},{"key":"e_1_2_11_45_1","doi-asserted-by":"publisher","DOI":"10.53761\/4hg1me11"},{"key":"e_1_2_11_46_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.acalib.2023.102720"},{"key":"e_1_2_11_47_1","doi-asserted-by":"publisher","DOI":"10.1080\/0309877X.2011.644780"},{"key":"e_1_2_11_48_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0378\u20107206(02)00064\u20102"},{"issue":"7","key":"e_1_2_11_49_1","doi-asserted-by":"crossref","first-page":"25","DOI":"10.1080\/07303084.1997.10604979","article-title":"Authentic assessment: Its development & applications","volume":"68","author":"Lund J.","year":"1997","journal-title":"Journal of Physical Education, Recreation & Dance"},{"key":"e_1_2_11_50_1","unstructured":"Marr B.(2023 May 19).A short history of ChatGPT: How we got to where we are today.Forbes.https:\/\/www.forbes.com\/sites\/bernardmarr\/2023\/05\/19\/a\u2010short\u2010history\u2010of\u2010ChatGPT\u2010how\u2010we\u2010got\u2010to\u2010where\u2010we\u2010are\u2010today\/"},{"key":"e_1_2_11_51_1","doi-asserted-by":"publisher","DOI":"10.1002\/berj.3335"},{"key":"e_1_2_11_52_1","doi-asserted-by":"publisher","DOI":"10.1007\/s40979\u2010018\u20100038\u20105"},{"issue":"1","key":"e_1_2_11_53_1","first-page":"1","article-title":"The authentic assessment toolbox: Enhancing student learning through online faculty development","volume":"1","author":"Mueller J.","year":"2005","journal-title":"Journal of Online Learning and Teaching"},{"key":"e_1_2_11_54_1","doi-asserted-by":"publisher","DOI":"10.1080\/09695940701478321"},{"key":"e_1_2_11_55_1","unstructured":"OpenAI. (2024).OpenAI API.https:\/\/platform.openai.com\/docs\/models"},{"key":"e_1_2_11_56_1","doi-asserted-by":"publisher","DOI":"10.1108\/978-1-80455-994-920231012"},{"key":"e_1_2_11_57_1","unstructured":"Pastis S.(2023).3 easy steps to start using ChatGPT Google Bard and Bing Chat A.I. tools right now.Fortune.https:\/\/fortune.com\/2023\/07\/21\/how\u2010to\u2010use\u2010ai\u2010bots\u20103\u2010easy\u2010steps\u2010ChatGPT\u2010google\u2010bard\u2010bing\u2010chat\/"},{"key":"e_1_2_11_58_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602938.2015.1055233"},{"key":"e_1_2_11_59_1","unstructured":"Quality Assurance Agency for Higher Education. (2024).Reconsidering assessment for the Chat GPT era: QAA advice on developing sustainable assessment strategies.https:\/\/www.qaa.ac.uk\/docs\/qaa\/members\/reconsidering\u2010assessment\u2010for\u2010the\u2010chat\u2010gpt\u2010era.pdf?sfvrsn=38d3af81_6"},{"key":"e_1_2_11_60_1","doi-asserted-by":"publisher","DOI":"10.3390\/app13095783"},{"key":"e_1_2_11_61_1","doi-asserted-by":"publisher","DOI":"10.37074\/jalt.2023.6.1.29"},{"key":"e_1_2_11_62_1","doi-asserted-by":"publisher","DOI":"10.1186\/1741\u20107015\u201011\u201061"},{"key":"e_1_2_11_63_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.iotcps.2023.04.003"},{"key":"e_1_2_11_64_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467\u20108535.2010.01091.x"},{"key":"e_1_2_11_65_1","doi-asserted-by":"publisher","DOI":"10.3390\/socsci12030148"},{"issue":"2","key":"e_1_2_11_66_1","first-page":"342","article-title":"ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?","volume":"6","author":"Rudolph J.","year":"2023","journal-title":"Journal of Applied Learning & Teaching"},{"key":"e_1_2_11_67_1","doi-asserted-by":"publisher","DOI":"10.3390\/educsci14010083"},{"key":"e_1_2_11_68_1","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0305354"},{"key":"e_1_2_11_69_1","unstructured":"Sinnott\u2010Armstrong W.(2003).Consequentialism. InStanford encyclopedia of philosophy.https:\/\/plato.stanford.edu\/entries\/consequentialism\/"},{"key":"e_1_2_11_70_1","doi-asserted-by":"publisher","DOI":"10.2139\/ssrn.4378735"},{"key":"e_1_2_11_71_1","doi-asserted-by":"publisher","DOI":"10.1080\/03075079.2019.1582015"},{"key":"e_1_2_11_72_1","doi-asserted-by":"publisher","DOI":"10.1108\/ITSE\u201010\u20102023\u20100195"},{"issue":"1","key":"e_1_2_11_73_1","first-page":"31","article-title":"ChatGPT in higher education: Considerations for academic integrity and student learning","volume":"6","author":"Sullivan M.","year":"2023","journal-title":"Journal of Applied Learning & Teaching"},{"key":"e_1_2_11_74_1","doi-asserted-by":"crossref","DOI":"10.4324\/9780203928370","volume-title":"Plagiarism, the Internet, and student learning: Improving academic integrity","author":"Sutherland\u2010Smith W.","year":"2008"},{"key":"e_1_2_11_75_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ijme.2023.100818"},{"key":"e_1_2_11_76_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602930600679506"},{"key":"e_1_2_11_77_1","doi-asserted-by":"publisher","DOI":"10.1002\/smj.4250171104"},{"key":"e_1_2_11_78_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10055\u2010009\u20100117\u20102"},{"key":"e_1_2_11_79_1","doi-asserted-by":"crossref","unstructured":"Ventayen R. J. M.(2023).ChatGPT by OpenAI: Students' viewpoint on cheating using artificial intelligence\u2010based application. Available at SSRN 4361548.","DOI":"10.2139\/ssrn.4361548"},{"key":"e_1_2_11_80_1","doi-asserted-by":"crossref","DOI":"10.1007\/978-1-349-24034-0","volume-title":"Organisational epistemology","author":"Krogh G.","year":"1995"},{"key":"e_1_2_11_81_1","doi-asserted-by":"publisher","DOI":"10.1080\/14703297.2023.2251967"},{"key":"e_1_2_11_82_1","doi-asserted-by":"crossref","first-page":"319","DOI":"10.54097\/z15ne349","article-title":"Evaluating ChatGPT: Strengths and limitations in NLP problem solving","volume":"94","author":"Wu Y.","year":"2024","journal-title":"Highlights in Science, Engineering and Technology"}],"container-title":["British Journal of Educational Technology"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/bera-journals.onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/bjet.13585","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,10,10]],"date-time":"2025-10-10T03:33:56Z","timestamp":1760067236000},"score":1,"resource":{"primary":{"URL":"https:\/\/bera-journals.onlinelibrary.wiley.com\/doi\/10.1111\/bjet.13585"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,3,31]]},"references-count":81,"journal-issue":{"issue":"6","published-print":{"date-parts":[[2025,11]]}},"alternative-id":["10.1111\/bjet.13585"],"URL":"https:\/\/doi.org\/10.1111\/bjet.13585","archive":["Portico"],"relation":{},"ISSN":["0007-1013","1467-8535"],"issn-type":[{"value":"0007-1013","type":"print"},{"value":"1467-8535","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,3,31]]},"assertion":[{"value":"2024-01-21","order":0,"name":"received","label":"Received","group":{"name":"publication_history","label":"Publication History"}},{"value":"2025-03-14","order":2,"name":"accepted","label":"Accepted","group":{"name":"publication_history","label":"Publication History"}},{"value":"2025-03-31","order":3,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}