Tag: assessment
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AI and expertise in professional education – ADAPT conference
At the 2023 ADAPT physiotherapy conference, I discussed the impact of generative AI on physiotherapy education, emphasising how it challenges the traditional role of universities in professional training by offering accessible and personalised expertise. The presentation highlighted AI’s potential to democratise learning, enhance project-based education, and create affordable learning alternatives outside formal degree programs. I…
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AI-first educational institutions
In a previous post I mentioned in passing the idea that universities, if they want to remain relevant, will need to adopt an AI-first position for everything they do. Soon, AI will be embedded in everything, from preparing course materials, to developing assessments, to budget allocation. And email. It will be a huge part of…
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When an unstoppable force meets an immovable object
TL;DR (generated by Claude, lightly edited by me). The rise of abundant expertise in the form of generative AI questions the university monopoly on expertise provision and validation. Leadership in the creative deployment of AI for learning, teaching, and assessment will require a change in mindset and a shift towards a new paradigm, which universities…
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Using LLMs to raise our expectations
Instead of spending so much of our time thinking about whether students 1) should use LLMs, 2) how much they use it, and 3) what they use it for, let’s just say that they should use it, a lot (IMO, the more, the better), and look more closely at what they use it for, and…
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In Beta podcast on generative AI and assessment
It’s been a long time since Ben and I sat down to record something for the In Beta podcast, but I think this episode on Generative AI is a good one. As usual, Ben asks some great questions that really push me to think about what I’m thinking. This was a wide-ranging conversation that explored…
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Prompts you can use to train ChatGPT to write in your style
This article describes 5 steps you can take to train ChatGPT to write in your style. Full disclosure; I haven’t tried it but given my previous experiences with ChatGPT, it seems plausible. As I said, I haven’t tried this but it seems like the kind of thing that’s possible. Having said that, I don’t see…
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Generative AI in higher education: Paradigm shifts in assessment – Cape Peninsula University of Technology symposium
accountability, ai, artificial intelligence, assessment, assessment concerns, assessment design, assessment paradigm, assessment task, assessment validity, faculty development, higher education, large language model, learning inference, LLM, paradigm shift, pedagogy, standard assessment paradigm, universal anything machineIn this presentation at the Cape Peninsula University of Technology, I examines the impact of large language models (LLMs) on assessment practices in professional education. I critique the standard assessment paradigm and suggest that AI could reshape assessment methods. The presentation also briefly covers a faculty development framework and broader implications of AI in learning.
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Don’t use assessment design to solve the ChatGPT problem…
Note: These are my first thoughts on this idea, so I may not be articulating this well. Feel free to tell me how wrong I am in the comments đ Don’t use assessment design to solve the ChatGPT problem. Use ChatGPT to solve the assessment design problem. I’m seeing a lot of chatter around the…
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Assessment idea: Debate ChatGPT
I know a lot of people are concerned about students’ use of ChatGPT, especially when it comes to essays. The question I get asked most often is, “How do I make sure that students don’t cheat?” I always try to reframe the question to something like, “How do I make sure students are learning?” When…
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(Teacher+AI) + (Student+AI) = better outcomes
I think that teachers who use AI well, combined with students who use AI well, will outperform those who don’t use AI at all. And I don’t mean “outperform” on the assessment tasks that universities typically use e.g. MCQs, essays, and Q&A-type formats. I’m not sure how much longer university assessment tasks (in their current…
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Updating assessment policies in response to generative AI is a waste of time
I had a conversation with a colleague yesterday who had a student submission with a report that was 100% confident of AI-generated content. This is not only going to become prevalent…it’s going to become normal. Because we’re quickly getting to a point where it will be very difficult to create anything that isn’t in some…
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Generative AI in higher education – HELTASA conference
This is a recording of a presentation I gave at the HELTASA conference, on the topic of generative AI in higher education. The focus of the talk was on ChatGPT but I tried to think about generative AI more broadly, including image generators like Midjourney and Stable Diffusion. I also tried to avoid making this…
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Assessment and data assemblages: Changing the world simply by ‘being’ in it
We use student achievement in tests and exams to try and make accurate predictions about their future performance but we know that this practice is neither valid nor reliable. The test environment doesn’t look like the real world environment (so it’s not valid), and the metrics we use to measure test outcomes aren’t reliable because…
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The exam was fair
in AssessmentThe exam was fair because I treat all of our students the same. It was an open book assessment. Every student had the same amount of time to complete the task. They all had internet access. They received the same clear instructions. They all had the same list of resources to use. They could all…
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Why I think that AI-based grading in education is inevitable.
A few days ago I commented on an article that discusses the introduction of AI into education and why teachers shouldn’t worry about it. I also said that AI for grading was inevitable because it would be cheaper, and more reliable, fair and valid than human beings. I got some pushback from Ben on Twitter…
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Emotions and assessment: considerations for raterâbased judgements of entrustment
We identify and discuss three different interpretations of the influence of ratersâ emotions during assessments: (i) emotions lead to biased decision making; (ii) emotions contribute random noise to assessment, and (iii) emotions constitute legitimate sources of information that contribute to assessment decisions. We discuss these three interpretations in terms of areas for future research and…
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We Need Transparency in Algorithms, But Too Much Can Backfire
The students had also been asked what grade they thought they would get, and it turned out that levels of trust in those students whose actual grades hit or exceeded that estimate were unaffected by transparency. But people whose expectations were violated â students who received lower scores than they expected â trusted the algorithm…
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Critical digital pedagogy in the classroom: Practical implementation
Update (12-02-18): You can now download the full chapter here (A critical pedagogy for online learning in physiotherapy education) and the edited collection here. This post is inspired by the work I’ve recently done for a book chapter, as well as several articles on Hybrid Pedagogy but in particular, Adam Heidebrink-Bruno’s Syllabus as Manifesto. I’ve been wanting…
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Public posting of marks
My university has a policy where the marks for each assessment task are posted – anonymously – on the departmental notice board. I think it goes back to a time when students were not automatically notified by email and individual notifications of grades would have been too time consuming. Now that our students get their…