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.

Designing non-textual and alternative assessments

  • Ask students to respond to non-textual resources, such as images, diagrams, or videos.
  • Allow students to express their learning using methods other than writing (e.g., a mind map, a timeline, an infographic, a video, etc.)
  • Students could also be asked to do presentations in class with Q&A. Though they might use an AI text generator to develop part of what they present, they will still need to understand the material enough to effectively present it and answer questions from other students.
  • Consider issuing two-stage exams.
  • Have your students create open educational resources such as videos or text.
  • Try peer assessment.

Incorporating more disciplinary, situational and individual-based questions

  • Ask students to discuss their own individual experiences or views on course topics, or to provide a specifically disciplinary or course-informed response to real or fictional case studies.
  • Connect assessments to specific points discussed in class, on discussion boards, and the like, or to other courses students may have taken before.
  • You could also design assessments that connect to specific points discussed in class, on discussion boards, and the like, or to other courses students may have taken before.
  • create assessment expectations that encourage personalized and localized connections. An example of this might be to demonstrate the learning through links to local context, current events which may not be well represented in the data sets of the GenAI tools.

 

Resources

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

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Generative Artificial Intelligence in Teaching and Learning Copyright © 2023 by Centre for Faculty Development and Teaching Innovation, Centennial College is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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