The release of ChatGPT has raised concerns among educators about academic integrity, plagiarism, biases, and ethical considerations. However, banning ChatGPT or designing take-home assessments that are entirely ChatGPT proof is nearly impossible. This chapter discusses the attempts made by a tertiary level institute to redesign an assessment in order to minimize the unethical use of ChatGPT. The redesigned assessment, informed by the socio-cultural perspective, was conducted in phases. Two groups of first year undergraduates, each consisting of 40 students, were divided into sub-groups of five each. Their task was to watch a short movie, develop an alternative plot, design a poster of the alternative plot, and present it. The collaborative effort between students and the teacher-in-charge in the feedback and revision process played a crucial role in enhancing the quality of the assessment. It also helped reduce academic dishonesty, promote creativity, foster collaboration, and nurture essential life skills. This study employed a self-reflective research method. Although the redesigned assessment showed promise, further practice is needed to enhance students’ language and presentation skills.