Artifical Intelligence (AI) has reached a tipping point for educators. A friend who teaches shared three resources with me after seeing my previous post.
These are the three resources:
Most articles suggest that trying to chase the tiger's tail -- that is, trying to catch students "cheating" using AI -- is a fool's game. The technology, not to mention the students' creativity, will stay ahead instructors' efforts.
Some articles suggest changing assessment methods. For example, having students give oral responses to questions. Last semester, I had 103 undergraduate students. I used summative assessments (evaluating whether they read the material) regularly, although the majority of grading was with formative assessments -- assignments used to scaffold learning -- that is, to give feedback to help the students' progress.
Do the math. If I took 10 minutes with each student having them each respond to a question orally, I would need 1,030 minutes = 17 hours each week for oral evaluations.
Another recommendation from the articles I've shared here was to move from online or computer-based assessments to in-class written assessments. This makes more sense to me, and this is what I will try for summative assessments on occassion when I return to Singapore to teach for the University at Buffalo School of Management.
Fortunately, during the coming spring semester, the capstone MBA Strategic Management course I will teach for Daemen University will have fewer students. I will meet with each student weekly online for a combined summative and formative assessment of their learning and progress.
#UnderstandingAI #UnderstandingAcademicIntegrity #AcademicIntegrity #ChatGPT #Moonbeam #StudentAssessment #UBSOM #UBSchoolOfManagement #Daemen #DaemenUniversity #MBA
These are the three resources:
- We Are Teachers:
- Inside Higher Ed:
- turnitin (which is a plagiarism checking tool):
Most articles suggest that trying to chase the tiger's tail -- that is, trying to catch students "cheating" using AI -- is a fool's game. The technology, not to mention the students' creativity, will stay ahead instructors' efforts.
Some articles suggest changing assessment methods. For example, having students give oral responses to questions. Last semester, I had 103 undergraduate students. I used summative assessments (evaluating whether they read the material) regularly, although the majority of grading was with formative assessments -- assignments used to scaffold learning -- that is, to give feedback to help the students' progress.
Do the math. If I took 10 minutes with each student having them each respond to a question orally, I would need 1,030 minutes = 17 hours each week for oral evaluations.
Another recommendation from the articles I've shared here was to move from online or computer-based assessments to in-class written assessments. This makes more sense to me, and this is what I will try for summative assessments on occassion when I return to Singapore to teach for the University at Buffalo School of Management.
Fortunately, during the coming spring semester, the capstone MBA Strategic Management course I will teach for Daemen University will have fewer students. I will meet with each student weekly online for a combined summative and formative assessment of their learning and progress.
#UnderstandingAI #UnderstandingAcademicIntegrity #AcademicIntegrity #ChatGPT #Moonbeam #StudentAssessment #UBSOM #UBSchoolOfManagement #Daemen #DaemenUniversity #MBA
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