Digital Posters AAIN 2023 Conference
Navigating the Intersection of Ethical Principles and Competing Interests: Achieving Harmonious Symbiosis Between Academic Integrity and AI Integration in Assessment for Coding Subjects
Lecturer, Central Queensland University
The integration of artificial intelligence (AI) into higher education assessment for coding subjects has the potential to enhance student engagement and success. However, there are also concerns about the potential for AI to be used to facilitate academic dishonesty. This study explores the use of AI in assessment tasks in a higher education landscape, particularly when it comes to challenging subjects such as coding. It examines how AI-enhanced assessment tasks could help to increase student engagement and motivation, while also identifying areas where students need additional support. The study also discusses the challenges and opportunities associated with the use of AI in assessment, with a particular focus on academic integrity.
The findings of the study suggest that AI-enhanced assessment tasks can be a valuable tool for improving student learning in coding courses. However, careful planning and implementation are essential to ensure that AI is used effectively and ethically. Specifically, it is recommended that AI-enhanced assessment tasks be designed to be aligned with the learning objectives of the course and to be resistant to plagiarism and other forms of academic dishonesty. It is also recommended that students be given the opportunity to provide feedback on the AI- enhanced assessment tasks. This feedback can be used to improve the design of the tasks and to ensure that they are meeting the needs of the students.
These findings have the potential to guide the creation and application of AI-augmented assessment tasks across diverse higher education courses. Nevertheless, it’s important to acknowledge that the use of AI in assessments is a multifaceted matter lacking simple solutions. Both potential advantages and risks are linked with AI’s adoption, demanding careful deliberation of these aspects when deciding on its utilization.
- How can higher education institutions ensure that AI-enhanced assessment tasks are used in an ethical and responsible manner, and that they do not facilitate academic dishonesty?
- What are some specific strategies that can be used to prevent plagiarism and other forms of academic dishonesty in AI- enhanced assessment tasks?
- How can AI-enhanced assessment tasks be designed to be fair and equitable for all students, regardless of their background or circumstances?
- How can AI-enhanced assessment tasks be used to promote inclusivity and accommodate diverse learning styles and needs?
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