Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Generative artificial intelligence (GenAI) has created significant assessment challenges in higher education. Universities and teachers have responded to these in various ways, including by way of new policies, revised assessment formats, and technological safeguards. These responses are typically predicated on an assumption that AI in assessment is a problem that can be solved if only the right approach can be found. However, in this paper we argue that GenAI may not be that kind of problem at all. Drawing on interviews with 20 teachers responsible for assessment design within a large Australian University, this paper applies Rittel and Webber framework of wicked problems to analyse educators...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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Generative artificial intelligence (AI) has rapidly increased capacity for producing textual, visual and auditory outputs, yet there are ongoing concerns regarding the quality of those outputs. There is an urgent need to develop students’ evaluative judgement – the capability to judge the quality of work of self and others – in recognition of this new reality. In this conceptual paper, we describe the intersection between evaluative judgement and generative AI with a view to articulating how assessment practices can help students learn to work productively with generative AI. We propose three foci: (1) developing evaluative judgement of generative AI outputs; (2) developing evaluative...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

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Generative AI (GenAI) challenges assessment validity by enabling students to complete tasks without demonstrating genuine capability. In response to this challenge, institutions have developed and implemented various approaches that aim to communicate permissible AI use to students. Familiar examples include the ‘traffic light’ approach now commonly found within institutional policy. While well-intentioned, these approaches share a common limitation: They focus primarily on communicating rules rather than redesigning assessment mechanics. To clarify why such approaches fail, and to guide more effective responses, this paper introduces a novel conceptual distinction between discursive changes...

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