Case Study Rethinking Biology Exams
Year: 2025
Type: article
Abstract: This case study demonstrates how concerns about AI-generated content led to a fundamental rethinking of examination design in a biology module, resulting in an innovative approach that better supports neurodivergent students and different learning styles. By implementing a range of question types within a controlled on-campus environment, the approach aims to create more equitable assessment while maintaining academic rigor. The design process shows how addressing technological challenges can lead to more inclusive assessment practices.
Source: Liverpool John Moores University
Author: Pegoraro, Mirko
Institution: Liverpool John Moores University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6888873890
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