Reconstructing Formative Assessment in the Era of Generative Artificial Intelligence and the Upstream Governance of Academic Integrity: A Case Study of Student Voices in an Introduction to New Media Course

DOI

10.2991/978-2-38476-628-4_24How to use a DOI?

Keywords

Firgenerative artificial intelligence; formative assessment; academic integrity; journalism and communication education

Abstract

As generative artificial intelligence enters university courses, how assessment can identify genuine learning has become a critical question. Taking the course Introduction to New Media as a case, this paper analyzes 210 questionnaire responses and 259 open-ended statements, and employs thematic analysis to examine students’ use of AI and their expectations of assessment. The findings show that students mostly used AI to generate ideas, build structure, and refine expression; tasks marked by high difficulty, broad scope, and strong template conformity, together with the absence of process checks, were perceived as conditions that invite direct AI use. Students expected rules to be established in advance, processes to be visible, contributions to be attributable, and tasks to be authentic. On this basis, the paper proposes four mechanisms—personalized tasks, process visibility, original thinking assessment, and AI-use transparency—which move the governance of academic integrity upstream into course design.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Hefei Li
PY  - 2026
DA  - 2026/10/30
TI  - Reconstructing Formative Assessment in the Era of Generative Artificial Intelligence and the Upstream Governance of Academic Integrity: A Case Study of Student Voices in an Introduction to New Media Course
BT  - Proceedings of the 2026 2nd International Conference on Education Research and Training Technologies (ERTT 2026)
PB  - Atlantis Press
SP  - 220
EP  - 228
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-628-4_24
DO  - 10.2991/978-2-38476-628-4_24
ID  - Li2026
ER  -