Generative AI and Higher Education Assessments: A Competency-Based Analysis

Abstract

The development and introduction of AI language models have transformed the way humans and institutions interact with technology, enabling natural and intuitive communication between humans and machines. This paper conducts a competence-based analysis of an emerging AI language model’s task response to provide insight into its language proficiency, critical analysis and reasoning ability, and structure and relevance of the response. A multidisciplinary approach is adopted, drawing from fields such as Accounting, Education, Management, Social Work and Law, to evaluate the responses generated by the AI to higher education assignments. This paper offers insights into the strengths and limitations of language-based AI responses and identifies implications for the design and implementation of higher education assessments.