Generative AI poses a big problem for teachers, namely the use of it by learners to produce assignment work. Obviously:
This should prompt a rethink on how assignments are set, with perhaps less emphasis on the traditional essay.
Set essays based on class discussions, videos or some other non-textual input (e.g., a guest speaker), Having learners include specific details from the input will make it difficult to use generative AI to help.
Look at avoiding textual output where possible. Presentations place more emphasis on communication skills and while generative AI can help with slide design and content, the learner still must communicate effectively. Visual displays, portfolios, posters and other non-textual outputs might be more engaging ways for learners to show what they've learned.
Place more emphasis on including and integrating specific sources in the assignment. Generative AI struggles to integrate sources without the seams showing, while ChatGPT (at time of writing - January 2024) was trained on data up to but not beyond January 2022. Requesting the inclusion of more recent sources will confound ChatGPT (for now). With this is mind, if possible, try to focus on current events. ChatGPT's "limited knowledge of world and events after 2021" will prevent its use here.
Change your marking scheme to prioritise qualities that generative AI can't mimic: creativity, originality, reading and expansion beyond the original topic, etc
Instead of asking for a final finished piece of work, require learners to submit work during the assignment, for instance:
Generative AI produced content will not be consistent from one piece to the next, so will help keep learners honest. These requirements also provide opportunities to give learners feedback during the ongoing assignment.
These require learners to present their ideas orally, assessing their ability to articulate their knowledge of the topic in real-time, making it difficult to use AI-generated content.
Promote classroom discussions where learners explore and debate complex topics. This assesses their ability to engage in thoughtful, spontaneous conversations.
Encourage learners to review and edit each other's work. Peer review assesses not only writing skills but also the ability to provide constructive feedback and critical analysis.
Assign long-term projects or portfolios that require learners to demonstrate their understanding of a subject through a variety of media, such as research papers, presentations, creative projects, and multimedia.
Present learners with real-world case studies or complex problem-solving scenarios. Ask them to analyse and propose solutions, demonstrating their application of knowledge and critical thinking.
Design exams that allow learners to use their textbooks and notes. This type of assessment encourages learners to apply their knowledge rather than rely on memorisation or AI-generated content.
Conduct one-on-one or panel interviews with learners to assess their understanding of the subject matter, problem-solving skills, and critical thinking abilities.
Assign group projects that require learners to work together to research, develop, and present a topic. Collaboration emphasises interpersonal skills and teamwork.
Ask learners to create visual representations like concept maps or mind maps to illustrate their understanding of complex topics, connections between ideas, and problem-solving processes.
In science and research-based courses, require learners to conduct experiments and submit lab reports, demonstrating their ability to practical apply scientific principles.
Ask for self-reflection pieces, where learners think about how they approached the assignment. This could be a separate, post-assignment piece of writing, a series of progress updates during the assignment timeline, or even a search log. Generative AI is not very good, (yet!) at this kind of writing. These can be part of an assignment or a long-term assignment in its own right,
Engage learners in role-playing exercises or simulations that challenge them to apply their knowledge and critical thinking skills in practical scenarios.
Use online discussion boards or forums for asynchronous class discussions and written debates. This allows learners to engage in thoughtful written communications while still facilitating teacher oversight.
Design assessments based on learners' interactions with AI. Set them a question or topic and ask them to use generative AI. Learners can reflect on what they did and critique the AI-generated content.
Image source Sovorel Publishing
