The emergence of generative artificial intelligence (AI), while creating new possibilities for learning and teaching, has exacerbated existing assessment challenges within higher education. However, there is considerable expertise, based on evidence, theory and practice, about how to design assessment for a digital world, which includes artificial intelligence. AI is not new, after all, even if the current iterations of generative AI are. This document, constructed through expert collaboration, draws on this body of knowledge and outlines directions for the future of assessment. It seeks to pr
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The emergence of generative artificial intelligence (AI), while creating new possibilities for learning and teaching, has exacerbated existing assessment challenges within higher education. However, there is considerable expertise, based on evidence, theory and practice, about how to design assessment for a digital world, which includes artificial intelligence. AI is not new, after all, even if the current iterations of generative AI are. This document, constructed through expert collaboration, draws on this body of knowledge and outlines directions for the future of assessment. It seeks to provide guidance for the sector on ways assessment practices can take advantage of the opportunities, and manage the risks, of AI, specifically generative AI.
The guiding principles and propositions outlined here are offered to help inform decision-making and action into the future. However, they are not a formulaic prescription and are agnostic to the mode of delivery. Indeed, the principles and propositions presented here will create different challenges in online and external modes of study. These principles and propositions will likely be applied to those contexts in different ways but apply nonetheless. We recognise that change in assessment practices at the scale required will not be straightforward. There are workload and accreditation matters, among other complex issues that will be barriers to the changes implied in this document. There will be a widespread need to build academic and professional staff capabilities for working with AI. It should be recognised that AI also presents opportunities for enhancing practice, for example in feedback, in addition to the risks we have outlined and responded to in this document. Together, the sector can harness the opportunities offered in this time of change to enhance assessment design and to build a better higher education system emphasising partnerships, consensus, and the importance of knowing and working alongside our students.
Excerpts from publisher's website and publication.
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