Rethinking assessment strategies? Academics offer guidance on how to give feedback, grading v ungrading, authentic assessment, monitoring student progress, preventing cheating and maintaining academic integrity
Create spaces that allow small groups of people to see themselves in a broader context, encourage them to dream of what possibilities and opportunities could exist and then help them to take action
A recent study asked students and academics to distinguish between scientific abstracts generated by ChatGPT and those written by humans. Omar Siddique analyses the results
From class preparation to critical thinking and reflection, this four-step checklist will help university teachers support the ethical and informed use of artificial intelligence tools in the classroom
When courses have so many students that multiple tutors are required for marking, consistency with assessment grading is a key concern. Here, Temesgen Kifle offers ways to support tutors to give fair grades and feedback
Reflective writing exercises can mitigate the influence of artificial intelligence on students’ learning, while also enriching understanding and giving students a chance to express themselves, writes Mario Carrera
Instead of punitive testing and high-stakes exams, consensus grading helps students learn how to critique their own work. James Thompson encourages a real-time reflective approach to assessment
Students are using artificial intelligence to write essays and other assessment tasks, but can they fool the AI detection tools? Daniel Lee and Edward Palmer put a few to the test
We can’t yet know if we have a full taxonomy of ChatGPT-enhanced mischief, or whether certain uses should be classed as mischief at all, writes Tom Muir
A look at common features of large language model-created writing and its implications for how we might assess students’ knowledge and skills in the future
