ABSTRACT
The sudden popularity and availability of generative AI tools, such as ChatGPT that can write compelling essays on any topic, code in various programming languages, and ace standardized tests across domains, raises questions about the sustainability of traditional assessment practices. To seize this opportunity for innovation in assessment practice, we conducted a survey to understand both the educators' and students' perspectives on the issue. We measure and compare attitudes of both stakeholders across various assessment scenarios, building on an established framework for examining the quality of online assessments along six dimensions. Responses from 389 students and 36 educators across two universities indicate moderate usage of generative AI, consensus for which types of assessments are most impacted, and concerns about academic integrity. Educators prefer adapted assessments that assume AI will be used and encourage critical thinking, but students' reaction is mixed, in part due to concerns about a loss of creativity. The findings show the importance of engaging educators and students in assessment reform efforts to focus on the process of learning over its outputs, higher-order thinking, and authentic applications.
- Debby R. E. Cotton, Peter A. Cotton, and J. Reuben Shipway. 2023. Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International 0, 0 (March 2023), 1--12. DOI:https://doi.org/10.1080/14703297.2023.2190148Google Scholar
- Karen Mate and Judith Weidenhofer. 2022. Considerations and strategies for effective online assessment with a focus on the biomedical sciences. FASEB BioAdvances 4, 1 (2022), 9--21. DOI:https://doi.org/10.1096/fba.2021-00075Google Scholar
Cross Ref
- Zachari Swiecki, Hassan Khosravi, Guanliang Chen, Roberto Martinez-Maldonado, Jason M. Lodge, Sandra Milligan, Neil Selwyn, and Dragan Ga?evic. 2022. Assessment in the age of artificial intelligence. Computers and Education: Artificial Intelligence 3, (2022), 100075. DOI:https://doi.org/10.1016/j.caeai.2022.100075Google Scholar
- Andrew Cram, Lynne Harris, Corina Raduescu, Elaine Huber, Sandris Zeivots, Andrew Brodzeli, Sue Wright, and Amanda White. 2022. Online Assessment in Australian University Business Schools: A Snapshot of Usage and Challenges. ASCILITE Publications (November 2022), e22181--e22181. DOI:https://doi.org/10.14742/apubs.2022.181Google Scholar
- Elaine Huber, Lynne Harris, Sue Wright, Amanda White, Corina Raduescu, Sandris Zeivots, Andrew Cram, and Andrew Brodzeli. 2023. Towards a framework for designing and evaluating online assessments in business education. Assessment and evaluation in higher education (2023). DOI:https://doi.org/10.1080/02602938.2023.2183487Google Scholar
- Lina Markauskaite, Rebecca Marrone, Oleksandra Poquet, Simon Knight, Roberto Martinez-Maldonado, Sarah Howard, Jo Tondeur, Maarten De Laat, Simon Buckingham Shum, Dragan Ga?evi?, and George Siemens. 2022. Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI? Computers and Education: Artificial Intelligence 3, (January 2022), 100056. DOI:https://doi.org/10.1016/j.caeai.2022.100056Google Scholar
Index Terms
- Educator and Student Perspectives on the Impact of Generative AI on Assessments in Higher Education
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