YANG Yi
Department of Civil and Environmental Engineering,
College of Design & Engineering (CDE), NUS
Yang, Y. (2024). Rethinking assessment in the age of GenAI [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-yangyi/
SUB-THEME
Opportunities from Generative AI
KEYWORDS
Generative AI, assessment methodology, academic integrity
CATEGORY
Lightning Talk
INTRODUCTION
The advent of generative AI (GenAI) has profoundly transformed various sectors, with education being no exception. As GenAI technology advances, it presents both opportunities and challenges to traditional educational practices. While GenAI can automate many teaching tasks such as generating content (such as Figures 1, 2, 3 generated by AI for the subsequent paragraphs) and preparing lesson plans, one primary concern among educators is upholding academic integrity, given that GenAI can complete many assessments with minimal human effort. To address these challenges and leverage the potential of GenAI, there is a need to rethink and redesign our assessment models. This paper explores the strategies to adapt our assessment approaches in alignment with GenAI to enhance education outcomes.
BE CLEAR OF THE OBJECTIVE
First and foremost, educators should define clear objectives for their assessments. The format of assessments should align with specific learning goals in the context of GenAI. For example, if the aim is to gauge students’ retention of basic concepts, an in-class test that forbids GenAI use might be the most suitable. In contrast, if the goal is to create an authentic environment and enhance students’ ability to search for and organise information, a take-home assignment will be suitable. As the availability of GenAI has already become part of the authentic learning environment, the use of GenAI should be permitted or even encouraged in such assessments. It is critical that when AI tools are accessible for the assessments, all questions and tasks should be tested with the latest version of GenAI to ensure the assessments meet the intended learning objectives.
Figure 1. Be clear of the objectives of the assessment (image generated by Microsoft Copilot)
EMPHASISE SOFT SKILLS
Secondly, assessments should place greater emphasis on soft skills. In the age of GenAI, competencies such as communication skills and teamwork become even more vital, as many tasks that traditionally require hard skills can now be automated by AI. These soft skills truly differentiate humans from machines and are becoming increasingly valuable in the professional sphere. To cultivate these soft skills, educators may consider designing project-based assessments with greater scoring weightage on oral presentations, Q&A sessions, and role-playing activities [1]. These assessment models not only enhance the development of soft skills, but also eliminate concerns regarding AI-related academic integrity issues by evaluating real-time interactions.
Figure 2. Emphasise soft skills in assessment (image generated by Microsoft Copilot)
INTEGRATE AI INTO ASSESSMENT MODELS
Thirdly, integrating AI into assessments can foster innovative evaluation models. Instead of viewing AI merely as a challenge to academic integrity, educators and institutions can harness its capabilities to enrich and enhance learning experiences. For instance, an assessment could involve students reviewing and critiquing answers generated by GenAI. In an Urban Planning and Design course at the University of Hong Kong, students are tasked to: i) generate an essay using GenAI tools, ii) critically evaluate the AI-generated content, and iii) compose their own essay based on their critique [2]. This approach not only deepens students’ understanding of the subject but also helps them recognise the strengths and limitations of AI tools. By engaging with AI-generated content, students also develop critical thinking and analytical skills as they learn to evaluate and refine the information provided.
Figure 3. Integrate genAI in assessment design (image generated by Microsoft Copilot)
CONCLUDING REMARKS
Educators should swiftly adapt to the evolving landscape of AI technology. By aligning assessments with clear learning objectives, emphasising the development of soft skills, and leveraging AI capabilities in assessment design, educators can create a more effective and relevant educational experience. This proactive approach ensures that students are not only knowledgeable in their subjects but also well-prepared to navigate and excel in a world increasingly shaped by AI.
REFERENCES
Sharma, R. C., & Bozkurt, A. (2024). Transforming education with generative AI: Prompt engineering and synthetic content creation. IGI Global.
Chan, C. K. Y., & Colloton, T. (2024). Generative AI in higher education: The ChatGPT effect (1st ed.). Taylor & Francis.