Tag: validity
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AI-supported writing is a validity issue, not a morality issue
Moving beyond debates about ethics and style, this post reframes AI writing in academia as a validity issue. When students use AI for writing, the key question becomes whether we can still make valid assessments of their skills and understanding. This practical framework helps educators determine where AI support helps or hinders educational goals.
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Weekly digest 42
in Digestactive reading, assessment validity, Canadian Physiotherapy Association, Chartered Society of Physiotherapy, CSP, Data analysis, editors, Founders Lecture, information overload, luggage, manifesto, note-taking, OpenAI voice mode, promotion, promotion application, social work, validity, wikipedia, workshopA weekly collection of things I found interesting, thought-provoking, or inspiring. It’s almost always about higher education, mostly technology, and usually AI-related.
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Focus on designing valid assessments
Assessment validity is more important than cheating in higher education. This post presents a position paper arguing that focusing on valid assessments addresses cheating without moralising. It suggests that anti-cheating measures can sometimes harm validity and inclusion. We should emphasize the importance of ensuring graduates can demonstrate the capabilities our assessments claim to measure, rather…
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Don’t track student attendance; design valid assessments
We shouldn’t care that students are sitting in the right seat, at the right time, on the right day. We should only care if they can do the job we say we’re training them for. And that requires validity in our assessments, not attendance in our classrooms.
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In Beta podcast: Assessment and learning
http://inbetaphysio.com/2023/06/29/31-assessment-and-learning/ In this conversation, Ben and I had discuss the assessment process, linking it to broader themes of learning, curriculum design, and student experience. We talk about the centralisation of assessment and explore the tensions between institutional control and the autonomy of teachers. We discuss student satisfaction and the influence of risk aversion in educational…
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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 🙂 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 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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Comment: There’s a new obstacle to getting a job after college: Getting approved by AI
Companies may not be ready to outsource vetting candidates for C-Suite and executive positions to algorithms, but the stakes are lower for entry-level roles and internships. That means some of today’s college students are effectively the guinea pigs for a largely unproven mechanism for evaluating applicants. Metz, R. (2019). There’s a new obstacle to getting…
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SAFRI 2011 (session 2) – day 4
Reliability and validity Validity Important for assessment, not only for research It’s the scores that are valid and reliable, not the instrument Sometimes the whole is greater than the sum of the parts e.g. when a student gets all the check marks but doesn’t perform competently overall e.g. the examiner can tick each competency being…
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Assessment in an outcomes based curriculum
I attended a seminar / short course on campus yesterday, presented by Prof. Chrissie Boughey from Rhodes University. She spoke about the role of assessment in curriculum development and the link between teaching and assessing. Here are the notes I took. Assessment is the most important factor in improving learning because we get back what…