Generative artificial intelligence (GenAI) has demonstrated its efficacy as a powerful learning tool in tertiary education (UNESCO, Artificial intelligence and the future of education: Exploring how artificial intelligence can take learning to a whole new level, UNESCO and Mahatama Gandhi Institute of Education for Peace and Sustainable Development, 2020). However, assessment practices in higher education remain largely centered on traditional academic writing tasks. This chapter explores the integration of GenAI into assessment design to enhance learners’ critical thinking, problem-solving, and academic skills. Drawing on two case studies, the first example introduces a novel assessment model that combines insights from New Zealand’s pre-contact literacy (Rāwiri, Waikato J Educ, 21(1):17–27, 2016) and visual anthropology (El Guindi, Visual anthropology: Essential method and theory. AltaMira Press, 2004), integrating visual and written components. The second focuses on embedding GenAI into an existing assessment tool to facilitate its adoption in tertiary education. The author(s) argue that the ethical and responsible use of GenAI in assessments not only strengthens students’ AI literacy but also addresses equity and accessibility challenges in higher education. This ongoing inquiry emphasizes the urgent need for new assessment frameworks that align with the evolving educational landscape in New Zealand. Educators must proactively engage with the challenges and opportunities of GenAI to shape an ethical and inclusive future for higher education.