AI & Assessment

AI Assessment

The ubiquity and access to generative AI tools have challenged the integrity and validity of assessments in evaluating student learning, while also creating opportunities to redesign assessments to be more creative, authentic, and inclusive. Instructors may choose to avoid AI in summative assessments, or design assessments that allow for the use of AI in some form. The extent to which generative AI is allowed in completing assessments, may depend on course learning outcomes i.e., the knowledge, skills or experiences the students should be gaining by the end of the course, instructor competency with and preference for using AI, as well as university policies.

Create learning outcomes that emphasize varied aspects of significant learning including critical thinking, evaluative, analytical, and metacognitive skills. 

Incorporate course activities and assessments that foster a growth mindset by emphasizing the process of learning, persistence through challenges, and reflection on improvement over time.

Review your existing assessments (e.g., put the assessment instructions in private mode in ChatGPT) and remove the ones that elicit A or B-level answers from AI tools.

Redesign summative assessments to be authentic and relevant to learning outcomes.

Provide rubrics that clearly outline expectations for student work, and if applicable, incorporating the use of AI.

Familiarize yourself and your students with the university policy on AI tools, data classification standards, and privacy guidelines.

Be transparent with students regarding your reasons for the level of AI usage permitted in the given assessment, your use of AI as an instructor to create assessments, grade or tools used to detect unauthorized use of AI in the syllabus.

Cultivate and promote AI literacy in your class through structured activities, readings and sufficient opportunities for students to inform course policy on AI usage.

Provide sufficient support for students by scaffolding assessments, and regular feedback through student self- or peer-based assessments.

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