A framework to design effective assessments that leverage rather than pretend to defend against the gen AI era has been developed by the ANU’s Suzanne Estaphan and fellow medical academics from Wollongong and Sussex.
The researchers note that AI poses well-documented challenges to content validity, academic integrity and critical thinking and clubbed together to identify ways to develop take-home assignments that held their value despite the advent of ChatGPT and other gen AI platforms.
The group recommended four principles for developing quality assignment design:
- “Co-developing AI literacy among students and educators,
- Designing assessments that prioritise process over output,
- Validating learning through AI-free assessments, and
- Preparing students for AI-enhanced workplaces by developing AI communication skills and promoting human-AI collaboration.”
“By adopting these approaches, educators can balance the benefits and risks of AI in assessments, fostering authentic learning while preparing students for the challenges of an AI-driven world,” the authors said.
