Are students still learning what they need to learn? Education kick-off 2026 focuses on GenAI
What does GenAI mean for assessment and teaching formats? During the Education Kick-off 2026, course coordinators discussed new guidelines from the Psychology Board of Examiners and explored alternative forms of assessment and AI tools for education.
‘We look back on a valuable afternoon, in which we looked ahead to the coming year and reflected on the highlights of the past year,’ said Dionne Brouwer, education policy officer. During the annual Education Kick-off, course coordinators discuss the general frameworks for psychology education and start updating courses for the new academic year. This edition focused on how GenAI, like ChatGPT and Claude, will affect education in the short term.
New guideline by the Board of Examiners
On that day, teachers worked on a new challenge during two sessions. The Psychology Board of Examiners announced that, starting from academic year 2026/2027, half of the assessment for each course must take place in a controlled environment where AI cannot be used. In addition, all learning objectives of a course must be covered in this controlled assessment.
Alternative forms of assessment
It is clear that students use GenAI and that this has an impact on assessment in education. But why do students do this? And are they still learning what they are supposed to learn? Pascal Haazebroek, Director of Education: 'Under the guidance of LLInC, teachers discussed the motives of students with each other. In particular, they looked at how the undesirable use of GenAI in assessment can hinder the learning process and what effect this has on achieving learning objectives. The session concluded with an initial exploration of alternative forms of assessment.'
Opportunities for lecturers
In collaboration with SOLO, the Psychology programme developed a toolbelt in Brightspace: a set of GenAI tools to support education. Erik van Duijn (SOLO): ‘Several agents are available that operate within the university’s secure LUCA environment. With the help of such an agent, lecturers can, for example, develop cases or assessment questions. In addition, there is the option to deploy agents for students, for instance to practise assessment questions.’
Follow-up
Haazebroek: ‘In the coming period, teachers will receive additional information, including about alternative assessment options. We also encourage everyone to engage in dialogue with colleagues in order to come up with concrete ideas and workable solutions for education in the coming years.’