This paper explores the impact of generative artificial intelligence (GenAI) tools on assessment and pedagogic practices in higher education (HE). The study uses three assessment instruments from data science, data analytics, and construction management disciplines to evaluate the capabilities of GenAI tools like ChatGPT and Google's Bard. The findings reveal that GenAI tools exhibit subject knowledge, problem-solving, analytical, critical thinking, and presentation skills, but their performance varies across disciplines. The study also highlights the limitations of these tools in certain contexts, such as project-based assessments in construction management. The authors recommend that HE institutions incorporate GenAI systems for teaching and learning, integrate academic AI content detectors, and redesign assessments to ensure authenticity and critical thinking. They suggest using presentation as a tool to evidence student learning outcomes and encourage the use of GenAI systems in interactive teaching activities to enhance student engagement. The study provides valuable insights for educators and policymakers to navigate the challenges and opportunities presented by GenAI in HE.This paper explores the impact of generative artificial intelligence (GenAI) tools on assessment and pedagogic practices in higher education (HE). The study uses three assessment instruments from data science, data analytics, and construction management disciplines to evaluate the capabilities of GenAI tools like ChatGPT and Google's Bard. The findings reveal that GenAI tools exhibit subject knowledge, problem-solving, analytical, critical thinking, and presentation skills, but their performance varies across disciplines. The study also highlights the limitations of these tools in certain contexts, such as project-based assessments in construction management. The authors recommend that HE institutions incorporate GenAI systems for teaching and learning, integrate academic AI content detectors, and redesign assessments to ensure authenticity and critical thinking. They suggest using presentation as a tool to evidence student learning outcomes and encourage the use of GenAI systems in interactive teaching activities to enhance student engagement. The study provides valuable insights for educators and policymakers to navigate the challenges and opportunities presented by GenAI in HE.