Assessment Ideas – Mitigating the Use of GenAI
Some instructors may wish to design assessments that can help mitigate use of generative AI.
Here are some ideas:
Focusing on the process, not the product
Designing personalized authentic assessments that GenAI cannot complete effectively is important. Jason Lodge (2023) from the University of Queensland reminds us that:
While generative AI can increasingly reproduce or even surpass human performance in the production of certain artefacts, it cannot replicate the human learning journey, with all its accompanying challenges, discoveries, and moments of insight. It can simulate this journey but not replicate it. The ability to trace this journey, through the assessment of learning processes, ensures the ongoing relevance and integrity of assessment in a way that a focus on outputs cannot.
Requiring students to submit something that reveals the process they followed to create that product can help reduce the likelihood that the assignment was created by GenAI. For example, you can view the editing history in Google Docs or Word, or students can explain in videos using Microsoft Flip or Canvas Studio.
Resources
- How to create authentic assessments with D2L
- Feedback Fruits: Authentic Assessment
- Wiggins, Grant. (1998). Ensuring authentic performance. Chapter 2 in Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass, pp. 21 – 42.
Attributions
This page is based on the following:
Adapt Assessments to Mitigate Inappropriate or Unauthorized Use of Generative AI by the Centre for Teaching and Learning at Durham College is licensed under CC BY-NC-SA 4.0
Generative Artificial Intelligence in Teaching and Learning at McMaster University Copyright © 2023 by Paul R MacPherson Institute for Leadership, Innovation and Excellence in Teaching is licensed under a Creative Commons Attribution 4.0 International License