Our Students’ Humanity Is Worth Protecting: An Argument for GenAI Refusal
“What Are We Really Assessing?” Rethinking Evidence of Learning in the Age of AI
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
Time, emotions and moral judgements: how university students position GenAI within their study
The emergence of Generative AI (GenAI) in higher education has prompted considerable discussion within the research community. Despite their centrality, students’ perspectives remain underexplored....
How ChatGPT Encourages Teens to Engage in Dangerous Behavior
Researchers identified tendencies for the chatbot to respond to prompts from fictitious teens by promoting harmful behaviors, as long as users told it the information was for a friend or project.
Starting my AI and higher education seminar
Greetings from early September, when fall classes have begun. Today I’d like to share information about one of my seminars as part of my long-running practice of being open about my teaching…
What Higher Ed Is Like for Students Who Don’t Want to Use A.I.
“Everyone is using it”—almost everyone.
A scoping review on how generative artificial intelligence transforms assessment in higher education - International Journal of Educational Technology in Higher Education
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.