Abstract
The release of artificial intelligence (AI) text generator programs, such as ChatGPT, have changed the landscape of higher education, particularly regarding assessment. Traditional assessment used to measure higher levels of learning often include research papers, case studies, analyses, and other written works. These types of assessments can often be easily completed on generative AI programs. AI detection programs have been unable to keep up with the advances in AI; this has resulted in many universities turning off the AI detection feature on plagiarism detection programs due to unreliability. This leaves faculty unsure if students are: a) completing their work without AI assistance, and b) actually learning. The purpose of this paper is to address the theories of emerging pedagogies and associated assessment techniques that are more AI-resistant, and require more critical and creative thought.
Author Information
Colleen Halupa, East Texas Baptist University, United States
Paper Information
Conference: PCE2024
Stream: Assessment Theories & Methodologies
This paper is part of the PCE2024 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Halupa C. (2024) Educational Assessment in the Time of Artificial Intelligence: Assessing Creative and Critical Thought ISSN: 2758-0962 The Paris Conference on Education 2024: Official Conference Proceedings (pp. 353-365) https://doi.org/10.22492/issn.2758-0962.2024.28
To link to this article: https://doi.org/10.22492/issn.2758-0962.2024.28
Comments
Powered by WP LinkPress