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New AI tools, including ChatGPT or chatbot, are here to stay. Technological innovations enrich the learning process and we should embrace their use, just as we have embraced calculators, spell-checkers, the internet and search engines. Given how widespread the use of AI tools has become, we can assume that students have also discovered them and are using ChatGPT to enhance/simplify their learning.
From a learning perspective, AI offers many opportunities, but also challenges. Artificial intelligence tools can help to streamline and simplify work and processes. On the other hand, student assessment becomes a challenge when the use of AI is not allowed, as it is difficult to identify the use of AI. Subjects, teaching methods and assessment methods (including examinations) should therefore be designed in a way that students are able to can use the tools of the future, while the assessments still demonstrate their own knowledge and skills.
Please consider whether there is the a need to adapt examinations or other assessments in your subject. Here are some guidelines to keep in mind when using AI tools.
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GUIDELINES |
Learning outcomes and assessment criteria can be reviewed and updated before the beginning of the semester in which the subject will be taught. This means that the assessment methods and criteria for subjects taught in the current semester may not be changed.
The syllabus and its accompanying information (extended syllabus, including assessment criteria) should be available in ÕIS before the start of the declaration period. Students can start submitting their individual study plans for the 2023/2024 autumn semester on 20 August 2023.
The syllabus can specify the objectives, learning outcomes, a brief description of the content and the literature. This can be done by a person who has the right to approve a department's syllabus. Extended syllabi with the relevant assessment criteria can be uploaded to the syllabus by the teacher of the subject , if a subject-teacher pair has been created for that person for the semester. It is important to remember that if a subject has already been declared, the subject title, volume or control format cannot be changed.
When designing a course, it is worth considering whether and how to integrate new AI tools into your teaching.
It is important that the teaching and assessment methods chosen for the subject support the learning outcomes, ie the subject is constructively coherent.
Where appropriate, assessment methods should be updated so that they can be used to check at which level students achieve the learning outcomes, and whether they have prepared their work independently.
Students need to be able to solve problems, so rather than checking the solution, it is better to check the solution process and the student's ability to critically evaluate it.
In the assessments, we recommend placing more emphasis on conceptual understanding of the topic and the ability to formulate problems correctly.
When designing the tasks, it is worth checking the answer provided by ChatGPT (or another AI-based tool)– if the AI is able to solve the exercise correctly, it is worth changing the format of the assessment and asking students to, for example, analyse how AI contributed to the solution and what answers it provided.
If the task requires the use of artificial intelligence, this option must be available to everyone. This is something to keep in mind when AI chatbot tools are no longer free of charge.
Learners must refer to the use of AI in their work as a method. Artificial intelligence is not a suitable source, so the learner still needs to refer to actual sources to prove their work. It is certainly worthwhile to spot-check the sources cited by learners to see if they are relevant.
The purpose of defending students’ work, including the graduation thesis, is to assess the competences competencies acquired by the student. The student is responsible for the content and quality of the graduation thesis, regardless of the sources used, including eg artificial intelligence.
If you do not want artificial intelligence to be used in the homework of your subject, make this explicit in the instructions for the assignment. Although it is difficult to prove the use of AI, it sends a clear message to the learner that its use in the given task that is does not support their learning.
It is also worth discussing the appropriate assessment methods for your subject with your colleagues and the experts at the Didactics Centre. If you have identified a problem regarding academic integrity, be sure to report it to the programme manager. Also, be prepared to provide evidence to your claims. Without evidence, no one will be convicted of academic fraud.
As a teacher, you must treat all students equally and trust them – everyone is responsible for their own work.
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POSSIBLE ALTERNATIVES TO ASSESSMENT METHODS |
Here are some ideas you can use if you want to assess the students' acquired skills, rather than those created by artificial intelligence. The list is not exhaustive and creative approaches are welcome.
CURRENT ASSESSMENT METHOD | ALTERNATIVE ASSESSMENT METHOD | NOTE |
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Written examination, where the use of all aids is allowed. | Oral examination | In classes that are small to medium-sized, it is possible to switch from written examinations (reports) to oral examinations. |
Instead of asking written questions, ask students to explain drawings/graphs/images in their own words (in writing). The examination includes a task that requires the use of ChatGPT. | This can also be used for large classes. It is more difficult to use AI to answer this type of question as ChatGPT is not capable of processing images. If ChatGPT is to be used in an examination, students will have to ask the AI the right questions, which in turn requires an understanding of the subject. | |
Report | Report | For courses where the examination is in the form of a report/essay/presentation by an individual or a group of students, a short oral component may be included, in which the student (or group of students) has a few minutes to explain the content and conclusions of the report in their own words (possibly by drawing a random question or paragraph from the report). For classes with a large number of participants, this method would require dividing the audience into smaller groups and involving several examiners. In presenting ideas and conclusions, the following should be taken into account:
The presentation can also be based on a poster, where the same principles can be applied as for an oral presentation. |
Partial examinations, which mainly consist of written work | Include examination parts that comprise short oral presentations and/or feedback from peers. | In addition to written examination parts, it may be necessary to use components that ensure the student has written the paper independently.
This can be done in the following ways:
The oral part(s) can be, for example:
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Group reports without an oral examination | Group work must include a joint jointly written confirmation from the group members that each of them has produced their part of the report. This can be complemented by an oral presentation demonstrating what each student has learned. | The group is responsible for everyone's contribution. The assessment of each individual's performance will still be based on the part that the individual has contributed to the report. This can be confirmed in two ways:
Peer feedback requires a deeper understanding of the subject and can improve students' critical thinking skills and their understanding of how and what they have learned. Feedback from peers provides formative feedback to the students who receive it, which in turn supports learning. There are also other Other forms of peer feedback that can be used (and which support learning, although they do not necessarily check whether AI has been used). These can be formats based on criteria developed by either the teacher or by the students themselves. If feedback from peers is taken into account in the overall assessment, it is important that the student giving the feedback is assessed, not the student receiving the feedback. |
Written examination | Examination on paper (including examination involving multiple-choice questions) | Can also be used for classes with a large number of students One option is a more traditional written examination on paper, taken under supervision. This assumes that students do not have access to the internet, computers or other devices. Please note that students are not accustomed to using a pen and paper to do their work |
All examinations or assessed tasks | Redesign the examination or assessment to include ChatGPT and other forms of AI. | As far as the learning objectives and teaching (constructive coherence) allow, ChatGPT could be part of the examination – the aim is to show the student how to use it and at the same time be critical of the answers generated. The task or examination must be structured in such a way as to assess the student's knowledge and skills, not ChatGPT. This examination format can be used starting from the next academic year, as it assumes that the teaching (and learning outcomes) already include the use of ChatGPT and AI. |
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POSSIBILITIES OF USING ARTIFICIAL INTELLIGENCE TOOLS IN EDUCATION |
ChatGPT as an intelligent tutor — The student performs tasks step by step and receives individual guidance or feedback by asking questions from the artificial intelligence regarding further steps without input from the teacher.
Dialogue-based tutoring systems — The student performs tasks step by step in the course of a natural conversation. Advanced systems are able to can automatically adapt to the level of engagement to motivate the student and keep them on task.
Applications for learning languages — Artificial intelligence-based learning applications are used in both formal and non-formal education. They support learning by providing access to language courses and dictionaries , and give real-time automated feedback on pronunciation, understanding and fluency.
Exploratory learning environment — Students are offered several presentations to help them identify their path to achieving their learning goals.
Formative assessment of written assignments — The student is regularly given automatic feedback on their written assignments.
AI-supported collaborative learning — Data on each student's working style and past performance is used to divide students into groups with the same level of ability or matching sets of skills and talents. AI systems provide information/recommendations on how a group is working together by monitoring the level of communication between group members.
Supporting the writing of written assignments — The student uses artificial intelligence as support in writing, asking artificial intelligence to provide them with a structure for addressing the desired topic and when collecting ideas to prepare the draft. The student will be the one to write the written assignment.
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GUIDELINES FOR STUDENTS |
*Guidelines developed using materials from the Danish University of Technology. “AI and Chatbots: How to run a university exam?”. 23 March 2023
On the same subject:
UNESCO guidelines on the use of AI in education https://www.iesalc.unesco.org/wp-content/uploads/2023/04/ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf
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If you have any questions, feel free to contact the Didactics Centre of your school and the staff of the Educational Technology Centre. |