Integrating Generative Artificial Intelligence in Assessment Generation for Higher Education: Computer Science Use Case

The overburdened lecturers today face the dual challenge of monitoring online attendance and ensuring active student engagement, while also receiving instant feedback on concept comprehension during live lectures. They are further pressed to extend practical problem-solving experiences beyond the classroom and deliver higher-order thinking assessments - all without increasing their workload. In response, this paper presents a one-year experiment involving 590 students across seven computer science units. The study integrated generative AI-generated questions into live lectures, weekly discussion forums, and both formative and summative exams. The findings reveal that, with ethical use and proper human-in-the-loop, AI can significantly boost student engagement, promptly rectify misconceptions, and foster collaborative learning outside traditional settings and offer diverse question styles. However, given potential pitfalls such as low-quality outputs and overreliance, instructors must adhere to best practices and maintain rigorous oversight to ensure that assessments remain balanced, engaging, and of high quality, eventually benefiting both educators and learners.