Assessment Reform for The Age of Artificial Intelligence

Jason Lodge; Sarah Howard; Margaret Bearman; Phillip Dawson; Associates

Assessment Reform for The Age of Artificial Intelligence

Jason Lodge, Sarah Howard, Margaret Bearman, Phillip Dawson, Associates

Research output: Book/Report › Commissioned Report › Other

Abstract

The emergence of generative artificial intelligence (AI), while creating new possibilities for learning and teaching, has exacerbated existing assessment challenges within higher education. However, there is considerable expertise, based on evidence, theory and practice, about how to design assessment for a digital world, which includes artificial intelligence. AI is not new, after all, even if the current iterations of generative AI are. This document, constructed through expert collaboration, draws on this body of knowledge and outlines directions for the future of assessment. It seeks to provide guidance for the sector on ways assessment practices can take advantage of the opportunities, and manage the risks, of AI, specifically generative AI.

Original language	English
Place of Publication	Australia
Publisher	Tertiary Education Quality and Standards Agency
Commissioning body	Tertiary Education Quality and Standards Agency (TEQSA)
Number of pages	12
Publication status	Published - Nov 2023

Access to Document

https://www.teqsa.gov.au/sites/default/files/2023-09/assessment-reform-age-artificial-intelligence-discussion-paper.pdf

Cite this

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title = "Assessment Reform for The Age of Artificial Intelligence",

abstract = "The emergence of generative artificial intelligence (AI), while creating new possibilities for learning and teaching, has exacerbated existing assessment challenges within higher education. However, there is considerable expertise, based on evidence, theory and practice, about how to design assessment for a digital world, which includes artificial intelligence. AI is not new, after all, even if the current iterations of generative AI are. This document, constructed through expert collaboration, draws on this body of knowledge and outlines directions for the future of assessment. It seeks to provide guidance for the sector on ways assessment practices can take advantage of the opportunities, and manage the risks, of AI, specifically generative AI.",

author = "Jason Lodge and Sarah Howard and Margaret Bearman and Phillip Dawson and Shirley Agostinho and {Buckingham Shum}, {Simon J.} and Chris Deneen and Cath Ellis and Tim Fawns and Helen Gniel and Rowena Harper and Michael Henderson and Liu, {Danny Yen Ting} and Lina Markauskaite and Jan McLean and Carlo Perrotta and Lambert Schuwirth and Christine Slade and Associates",

year = "2023",

month = nov,

language = "English",

publisher = "Tertiary Education Quality and Standards Agency",

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TY - BOOK

T1 - Assessment Reform for The Age of Artificial Intelligence

AU - Lodge, Jason

AU - Howard, Sarah

AU - Bearman, Margaret

AU - Dawson, Phillip

AU - Agostinho, Shirley

AU - Buckingham Shum, Simon J.

AU - Deneen, Chris

AU - Ellis, Cath

AU - Fawns, Tim

AU - Gniel, Helen

AU - Harper, Rowena

AU - Henderson, Michael

AU - Liu, Danny Yen Ting

AU - Markauskaite, Lina

AU - McLean, Jan

AU - Perrotta, Carlo

AU - Schuwirth, Lambert

AU - Slade, Christine

AU - Associates

PY - 2023/11

Y1 - 2023/11

N2 - The emergence of generative artificial intelligence (AI), while creating new possibilities for learning and teaching, has exacerbated existing assessment challenges within higher education. However, there is considerable expertise, based on evidence, theory and practice, about how to design assessment for a digital world, which includes artificial intelligence. AI is not new, after all, even if the current iterations of generative AI are. This document, constructed through expert collaboration, draws on this body of knowledge and outlines directions for the future of assessment. It seeks to provide guidance for the sector on ways assessment practices can take advantage of the opportunities, and manage the risks, of AI, specifically generative AI.

AB - The emergence of generative artificial intelligence (AI), while creating new possibilities for learning and teaching, has exacerbated existing assessment challenges within higher education. However, there is considerable expertise, based on evidence, theory and practice, about how to design assessment for a digital world, which includes artificial intelligence. AI is not new, after all, even if the current iterations of generative AI are. This document, constructed through expert collaboration, draws on this body of knowledge and outlines directions for the future of assessment. It seeks to provide guidance for the sector on ways assessment practices can take advantage of the opportunities, and manage the risks, of AI, specifically generative AI.

M3 - Commissioned Report

BT - Assessment Reform for The Age of Artificial Intelligence

PB - Tertiary Education Quality and Standards Agency

CY - Australia

ER -