  The rise of Artificial Intelligence (AI) and Generative Artificial
Intelligence (GenAI) in higher education necessitates assessment reform. This
study addresses a critical gap by exploring student and academic staff
experiences with AI and GenAI tools, focusing on their familiarity and comfort
with current and potential future applications in learning and assessment. An
online survey collected data from 35 academic staff and 282 students across two
universities in Vietnam and one in Singapore, examining GenAI familiarity,
perceptions of its use in assessment marking and feedback, knowledge checking
and participation, and experiences of GenAI text detection.
  Descriptive statistics and reflexive thematic analysis revealed a generally
low familiarity with GenAI among both groups. GenAI feedback was viewed
negatively; however, it was viewed more positively when combined with
instructor feedback. Academic staff were more accepting of GenAI text detection
tools and grade adjustments based on detection results compared to students.
Qualitative analysis identified three themes: unclear understanding of text
detection tools, variability in experiences with GenAI detectors, and mixed
feelings about GenAI's future impact on educational assessment. These findings
have major implications regarding the development of policies and practices for
GenAI-enabled assessment and feedback in higher education.
