Assignments in the AI era

 In light of this article from Radio NZ, whereby some universities in Aotearoa are no longer checking assessments using AI tracking platforms, a summary of ways to think about assessments in the AI age is of importance. There has been much discussion on how assessments in higher education need to be evaluated and re-thought, given the infiltration of AI into our work and study. This article in Times Higher Education, distills many of the main discussion points in academia on how AI affects academic writing.

The work undertaken at my institute is focused around holistic / programme wide assessment design, rather than on individual courses. The term 'programmatic assessments' is sometimes used to describe this approach

Some of the other strategies we have used, are summarised in this blog - NavigateAI (Dr. Ryan Baltrip)  In summary, to place greater weighting on recording the evidence of learning, rather than the product of learning. Therefore, portfolios and similar assessments are more useful than one off invigilated exams, or assignments. 

In Aotearoa, Otago Polytechnic's Bruno Balducci, have introduced the concept of AI safe design, a framework for the design of assessments which take into account the influences of AI. These are useful as a way to help educators work through the many pitfalls involved in redesigning assessments that will be authentic and relevant, but will not tempt learners into using AI to complete them.

The other concept we have used to help our teachers work out how to structure assessments in an AI age is the 'two lanes' assessment structure.  Here, lane 1 assessments are used to as assessments OF learning - or summative, higher stakes assessments. Lane two are the assessments FOR learning, taking on formative approaches to inform learners as they progress to the course.

Therefore, it is important to not just assume that current assessments will be appropriate but to undertake a stock take to understand the purposes of each assessment, and to put in place relevant assessments that will meet the purposes of each assessment i.e. evidence that the learner has met learning outcomes.