Work

Adapting to the Unsanctioned Use of AI-Supported Technologies in Student Assessments

Year: 2024

Type: article

Abstract: This article presents a brief overview of the state-of-the-art in large language models (LLMs) like ChatGPT and discusses the difficulties that these technologies create for educators with regard to assessment. Making use of the ‘arms race’ metaphor, this article argues that there are no simple solutions to the ‘AI problem’. Rather, this author shows that educators and universities will need to adopt a complex strategy consisting of solutions at four different levels of vulnerability: Ethical, pedagogic/didactic, technological and policy. Lastly, the article presents general recommendations for addressing vulnerabilities at each of these levels.

Source: Higher Education for the Future

DOI: 10.1177/23476311241300608

Author: Matthew Landers

Institution: Western Norway University of Applied Sciences

Language: English

Topic: Artificial Intelligence in Education

Subfield: Information Systems

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,200