Adapting Assessment Strategies in the ChatGPT Era
Embracing new AI technologies like ChatGPT challenges traditional assessment methods. This article explores adapting assessment formats and content to align with the evolving educational ecosystem. Assessments now require student engagement and skill development beyond mere written work, ensuring a holistic evaluation process in the digital age.
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Presentation Transcript
Assessment in the ChatGPT era Antonio Castells Delgado Traditional forms of assessment, mostly reliant on written work, are being challenged by new AI technologies such as ChatGPT that can produce this work instantly and without student participation. In order to adapt to this new ecosystem, I am reviewing both the format and content of my assessments.
Context The approach of banning or trying to regulate these technologies is not going to work. Change is inevitable and historically trying to resist change hasn t worked. We must embrace it and adapt to it.
Purpose of assessment The purpose of assessment is for a teacher to be able to assess learning. Writing was - until now - a convenient medium for students to express such acquired learning in a storable format and for teachers to be able to assess it asynchronously. AI technologies such as ChatGPT have ended this idea. Writing is no longer a reliable medium to assess learning.
My proposal - review of format and content of assessment
Format of assessment Based on the concept that you cannot properly share and explain something that you do not fully understand. I am asking my students to accompany their written work with a time-limited video where they need to explain the content of their assessment (medium, storable, can be assessed asynchronously). They so, even if they decided to use AI technologies to generate their content, they need to engage with it, learn it and make sense of it in order to be able to explain it. At the same time, other essential transferable and soft skills are being asked of the student. Argument that these are becoming fundamental skills.
Content of assessment In terms of content, I am asking my students to do something they would not be able to generate using AI, that is the challenge. This year I asked them to reach out and interview a relevant personality in the particular field of the module, a person that can provide the knowledge they do not have in their particular chosen topic for the assessment. Again, increasingly important skills are learned in the process, taking the student away from their digital bubble and making them engage with people that might become their mentors or employers.
Summary Need to embrace new technologies such as AI. Need to change teaching and learning accordingly. In particular, need to urgently change how we assess student learning.
