Artificial intelligence has spurred on academics to reevaluate their assessment designs and ask, “Are these still fit for purpose?”. We spoke with four UTS academics who are leveraging both the strengths and weaknesses of ChatGPT to create better ways to test student learning.
1. Creating consistent projects
- Academic: Anna Lidfors Lindqvist
- Faculty: FEIT
When multiple academics create assessment projects, the result can be a mixed bag of complexity and task types. Projects can also be misaligned to the intended learning level.
Facing this, Anna Lidfors Lindqvist (School of Mechanical and Mechatronic Engineering) is now using ChatGPT to create consistent project assessments. Anna used the LX.lab Media Space to create this video guide on using ChatGPT to create projects that align with subject learning outcomes:
2. Designing visual assessments
- Academic: Samuel Yu
- Faculty: TD School
The surprising power of ChatGPT to solve assignments prompted Samuel to redesign written assessments. In this case study, he explains what makes his new visual artefact assessments better for testing understanding.
3. Laying down the law with AI
- Academic: Evana Wright
- Faculty: Law
Evana outlines a new assessment task she is implementing in Autumn 2023 designed to prompt students to respond to new technology and the legal issues that might be raised by new technologies.
I wanted students to start thinking about the limitations and the issues that might be involved in using AI systems. I encourage a critical review of these tools.Evana Wright
4. Going head-to-head with ChatGPT
- Academic: Mike Rennie
- Faculty: Health
Would you prefer a muscle-building exercise program written by AI or by expert sports science practitioners? Mike Rennie of the School of Sports Science, Exercise and Rehabilitation is asking students to compare and contrast the strengths and weaknesses of ChatGPT.
You might be inspired and want to find the right way to advise and support students on using AI in your subject. Try some advice on developing guidelines for generative AI in your subject.
We also have some tips to try immediately such as conversation starters to create an open dialogue with students about AI. There is also advice on how to freshen up assessments to the benefit of students.
We plan to connect back with our featured academics on how their case studies worked in practice – join us in the conversation, and together we can learn how to best work with AI in higher education.