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The rapid proliferation of generative AI tools for image and video production is fundamentally transforming the creative process in practical education for visual image design majors. This study aims to diagnose the limitations of existing outcome-oriented assessment criteria in an educational environment where dependence on AI tools is deepening, and to propose directions for redesigning these criteria. Through a literature review, the current state of AI tool use and relevant prior research were examined, and the limitations of existing assessment criteria were analyzed in terms of three aspects: a shift in what is being assessed, the difficulty of measuring creative agency, and the ambiguity of criteria for distinguishing plagiarism or AI-generated surrogate work. Based on this analysis, a draft rubric was proposed, comprising four assessment domains—prompt design competency, the creative decision-making process, the proportion of human-AI collaboration, and output quality—along with detailed evaluation items. This study is significant in that it provides a foundational assessment tool that can be readily applied in practical visual image design education at junior colleges.