A framework for understanding assessment practice in higher education

Forde-Leaves, Natalie; Walton, Jack; Tann, Ken

doi:10.1080/02602938.2023.2169659

Cited by 3 publications

(1 citation statement)

References 40 publications

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“…This suggests that there could be a situation where resources are invested for these two purposes at the expense of assessment to support learning, such that timely improvements and adjustments are less feasible. Thus, the assessment triangle provides some foundations and considerations to help achieve quality education through fit-for-purpose assessment [23]. To this end, consideration of the purpose of assessment is especially important in the era of generative AI, where educators and stakeholders would need to rethink the following: (1) intended program learning outcomes; (2) program-related assessments, whether or not they are still relevant and required; (3) what knowledge or skills need to be retained; and (4) what types of assessment outputs need to be produced.…”

Section: Purposes Of Assessmentsmentioning

confidence: 99%

Generative Artificial Intelligence in Tertiary Education: Assessment Redesign Principles and Considerations

Lye,

Lim

2024

Education Sciences

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The emergence of generative artificial intelligence (AI) such as ChatGPT has sparked significant assessment concerns within tertiary education. Assessment concerns have largely revolved around academic integrity issues among students, such as plagiarism and cheating. Nonetheless, it is also critical to consider that generative AI models trained on information retrieved from the Internet could produce biased and discriminatory outputs, and hallucination issues in large language models upon which generative AI acts provide made-up and untruthful outputs. This article considers the affordances and challenges of generative AI specific to assessments within tertiary education. It illustrates considerations for assessment redesign with the existence of generative AI and proposes the Against, Avoid and Adopt (AAA) principle to rethink and redesign assessments. It argues that more generative AI tools will emerge exponentially, and hence, engaging in an arms race against generative AI and policing the use of these technologies may not address the fundamental issues in assessments.

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Section: Purposes Of Assessmentsmentioning

confidence: 99%

Generative Artificial Intelligence in Tertiary Education: Assessment Redesign Principles and Considerations

Lye,

Lim

2024

Education Sciences

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Epistemic agency: a link between assessment, knowledge and society

Nieminen,

Ketonen

2023

High Educ

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In this conceptual article, we discuss the idea of students’ epistemic agency as an overlooked link between assessment, knowledge and society. We transcend the contemporary discourses around assessment that focus on its authenticity and student-centredness and instead investigate assessment from the viewpoints of knowledge and knowing. This approach sees assessment as functioning not only as a promoter of student learning but also as a means to prepare students to be responsible graduates and citizens as epistemic agents. First, we adapt the theory of epistemic agency—that is, students’ capability to agentically evaluate, produce, use and transform knowledge—by situating it within the specific context of assessment. Second, we suggest practice-oriented ideas for assessment and feedback design to nurture epistemic agency. Overall, we do not depict epistemic agency as yet another ‘soft skill’ in higher education but as a necessary focal point for assessment that aims to nurture a transformative relationship between students and knowledge. We suggest epistemic agency as a powerful concept in understanding and nurturing the three-way engagement between assessment, knowledge and society. This concept allows us to understand whether and how assessment shapes students as epistemic agents.

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Using Legitimation Code Theory to explore knowledge building in English medium higher education teaching: methodological challenges and innovations

Morton

2024

Teaching in Higher Education

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A framework for understanding assessment practice in higher education

Cited by 3 publications

References 40 publications

Generative Artificial Intelligence in Tertiary Education: Assessment Redesign Principles and Considerations

Generative Artificial Intelligence in Tertiary Education: Assessment Redesign Principles and Considerations

Epistemic agency: a link between assessment, knowledge and society

Using Legitimation Code Theory to explore knowledge building in English medium higher education teaching: methodological challenges and innovations

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