Investigating inclusivity and the role of diversified assessment design in combatting academic misconduct among international students

The introduction of coursework into higher education, particularly with the rise of online and
blended learning, has led to a decline in exam-based assessments. While coursework often
results in higher grades, it does not provide adequate prevention of academic misconduct.
Traditional exam-based assessments are known to reduce instances of academic misconduct,
and are particularly effective in the wake of AI threats to academic integrity. Exam-based
assessments are inclusive of international students from exam-based educational
backgrounds, for whom the language and design of coursework may be challenging to
navigate. Balancing both assessment methods and design could effectively address these
issues. It is also important to explore what inclusivity means to international students in
teaching, learning and assessment.