In March 2020 the COVID-19 pandemic led to a huge shift in teaching and assessment across the HE sector.  Instead of in class sessions,institutions around the world moved teaching online. For lectures, this typically meant delivering content via asynchronous resources such as videos, supplemented by synchronous, online active learning sessions, which allowed students to consolidate knowledge and develop problem solving skills.  Assessments moved away from invigilated examinations, to online, open book exams, and this meant a change in the types of assessments being used as well (away from recall and towards application).  Many of the changes implemented during this time had positive benefits for students, and as the sector transitioned back to in class, these inclusive approaches were retained.  Practitioners retained the use of flipped learning, supported by active sessions. Many assessments did not go back to invigilated exams, but stayed online and open book.  All of these approaches provide a more inclusive approach, recognising that our student cohorts are diverse. However, the sector is about to undergo yet another shift, with the increased prominence of AI technology.  While not the size of shift we saw with COVID-19, it is clear that if we are to retain the inclusivity benefits of having a range of assessments, then we are going to have to look carefully at how we design those assessments.  We are also going to have to evaluate how we prepare our students for future career pathways where the targeted use of AI is becoming more frequent.