TLC 2023 Opening panel: Assessment just got more complicated
Assessment practices in higher education have been changing with shifts from rigid, in-person testing environments to more flexible, student-centred approaches. This shift aligns well with professional fields where the use of various tools, like coding software, is now expected.
However, the widespread availability of AI tools that enable the “cognitive offloading” of tasks poses challenges for assessors in determining the validity of student work (Dawson, 2020). The dilemma lies in designing assessments that not only ensure the validity of judgments but also allow for productive “cognitive offloading” to help students achieve more comprehensive learning outcomes. The shift demands a re-evaluation of the role of human expertise alongside emerging technologies, rather than imposing outright bans or restrictions on tool use or trying to detect AI generated text. This panel highlights potential ways forward for higher education assessment in an era of generative AI.
Acting DVC: Teaching and Learning, Emeritus Prof. Linda Ronnie with A/Prof. Shannon Morreira (Humanities Deputy Dean: Undergraduate Affairs); A/Prof. Adheesh Budree (Dept. of Information Systems); Prof. Michelle Kuttel (Dept. of Computer Science);Dr Kyle Abrahams (Dept. of Chemical Engineering)