Assessment Ideas Using GenAI
Incorporating the use of an AI tool into assignments
Some faculty may wish to allow or promote the use of generative AI tools by students, to help them learn about such tools, understand their strengths and weaknesses, or to use them productively to improve critical thinking and writing skills. Similar to how researchers use other tools like NVIVO to code data and explain their methodology in research reports, students can use generative AI and explain its use as part of their method in writing assignments.
Please note the privacy and other ethical considerations discussed in this resource, if asking students to use such tools.
Have students analyze AI-generated text or other outputs
One way to include the use of generative AI in assignments, that may or may not involve students creating accounts and engaging with the tools themselves, is to guide students to critique responses provided by generative AI tools. For example, for written texts students could evaluate the accuracy and other strengths and weaknesses of the content created, identify gaps where more needs to be added, examine whether summaries appear to match the original texts, examine the credibility of cited sources, etc. It can be useful to provide a rubric to guide such review of AI outputs, to support students’ learning about how to improve their own writing.
Some faculty members are having their students analyze ChatGPT outputs, not just for written work, but for other outputs such as equations or chemical formulas. Even though generative AI tools may provide incorrect information at times, this presents an opportunity for students to assess the AI’s answers and learn in the process.
Through active discussion with faculty members and fellow students, students can fine-tune their analytical and critical thinking skills using AI-generated responses. More importantly, such active discussion amongst faculty and students fosters a scholarly learning environment in classrooms where students and faculty are communicating and developing ideas together.
Support students using generative AI in their own learning
Some educators are introducing the use of generative AI in written assignments as a new approach in specific academic domains. Students can use this technology and include a reference section to detail their usage. At UCLA, Professor John Villasenor is one of the advocates of this approach and even encourages first-year law students to employ ChatGPT. To create work that combines the strengths of both AI and traditional writing techniques, students must learn to seamlessly blend generative AI into their assignments in a logical and coherent manner.
You could suggest ways for your students to utilize generative AI tools like ChatGPT to enhance their learning experience. Students may use generative AI writing tools to support parts of their ideation, research, and writing processes, while doing other parts themselves grounded in disciplinary and course-sp