AI

There’s a lot out there from folks trying and suggesting and selling ways for teachers to put their fingers in the dike holding back the allegedly inevitable AI tide.

This piece builds on earlier reflections I’ve shared about responsible, transparent and learning-focused use of AI in SACE assessments, extending that thinking into the wider question of how we gather trustworthy evidence of learning. A few weeks ago, in a curriculum meeting, a HASS (Humanities and

When it comes to the future of assessment, I think it's all right for faculty to create buckets. ---------- Bucket 1: Short-term changes that get us thorugh the day, the week, or the month. We can revise assessments by grounding them in other modules or in-class activities, using multimedia, or including a synchronous component. Maybe these end up being band-aids. That's all right. Band-aids are useful. ---------- Bucket #2: Long-term changes These are things like shifting to process-focused assignments, creating a culture of transparency, or shifting to alternative assessment. I think they'll have longer shelflives. But they take a while to set up. ******************** We can't do everthing all at once. I think it's perfectly all right to do small changes that get us through the semester, and recognize that we'll need bigger, more systemic changes down the road. That's what I talked about during my keynote at San Diego Community College District. We talked about how to manage those buckets. It's a key part of the conversation, because on surefire way to create change paralysis is to say "change everything about what you teach, right now."

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The anticipation surrounding GPT-5 created a dizzying buzz among tech enthusiasts who were obsessed with the idea that true artificial intelligence, known as AGI, was imminent.

What matters most is where you're going to spend the margin

The technology is reshaping every aspect of university life. Fifteen scholars weigh in on what happens next.

Nobody Learns, Nobody Gains

Nobody Learns, Nobody Gains

Nobody Learns, Nobody Gains

Generative artificial intelligence provides both opportunities and challenges for higher education. Existing literature has not properly investigated how this technology would impact assessment in higher education. This scoping review took a forward-thinking approach to investigate how generative artificial intelligence transforms assessment in higher education. We used the PRISMA extension for scoping reviews to select articles for review and report the results. In the screening, we retrieved 969 articles and selected 32 empirical studies for analysis. Most of the articles were published in 2023. We used three levels—students, teachers, and institutions—to analyses the articles. Our results suggested that assessment should be transformed to cultivate students’ self-regulated learning skills, responsible learning, and integrity. To successfully transform assessment in higher education, the review suggested that (i) teacher professional development activities for assessment, AI, and digital literacy should be provided, (ii) teachers’ beliefs about human and AI assessment should be strengthened, and (iii) teachers should be innovative and holistic in their teaching to reflect the assessment transformation. Educational institutions are recommended to review and rethink their assessment policies, as well as provide more inter-disciplinary programs and teaching.

As a former secondary English teacher, senior examination assessor, and lecturer for initial teacher education, I understand the allure of using Generative AI (GenAI) for grading student work. We&#…