This presentation will showcase a new approach to minimising the unethical use of Gen AI in students’ assessment submissions and improving the quality of assessments by verifying existing assessment guidelines with Gen AI.
As AI-generated writing is observed in one undergraduate subject’s assessment submissions, a 3-step approach is established according to the assessment validation concepts and the effective validation guidelines from the Australian Skills Quality Authority (ASQA, n.d.; Miller et al., 2009).
Assessment validation is “a quality review process aimed to assist you as a provider to continuously improve your assessment processes and outcomes by identifying future improvements” (ASQA, n.d.). The aim of the proposed assessment validation approach is two-fold; to:

• validate assessment content by understanding the accuracy and specificity of the answers produced by Gen AI
• incorporate assessment guidelines and marking criteria that can minimise the unethical use of Gen AI.

The 3-step approach includes:

1. Generate answers from Chat GPT with a range of prompts
2. Identify the limitation of Chat GPT – Free versus subscription mode
   3. Create guidelines to facilitate problem-solving and critical thinking among students (Xia et al., 2024).
   This approach minimises the opportunity for academic integrity breaches and enhances students’ understanding of the GenAI output.

References

Australian Skills Quality Authority (ASQA). (n.d.). Spotlight on assessment validation, Chapter 1. https://www.asqa.gov.au/rto/focus-compliance/series-2-assessment-validation/chapter-1

Miller, M. D., Linn, R. L. & Gronlund N. E. (2009) Measurement and assessment in teaching (10th edition). Pearson.

Flinders University. (2024). Good practice guide – Designing assessment for Artificial Intelligence and academic integrity. https://staff.flinders.edu.au/learning-teaching/good-practice-guides/good-practice-guide—designing-assessment-for-artificial-intell

Xia, Q., Weng, X., Ouyang, F., Lin, T. J. & Chiu, T. K. F. (2024). A scoping review on how generative artificial intelligence transforms assessment in higher education. International Journal of Educational Technology in Higher Education, 21(40), pp.1-22. https://doi.org/10.1186/s41239-024-00468-z