Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(6), P. 569 - 569
Published: May 26, 2024
The
emergence
of
generative
artificial
intelligence
(AI)
such
as
ChatGPT
has
sparked
significant
assessment
concerns
within
tertiary
education.
Assessment
have
largely
revolved
around
academic
integrity
issues
among
students,
plagiarism
and
cheating.
Nonetheless,
it
is
also
critical
to
consider
that
AI
models
trained
on
information
retrieved
from
the
Internet
could
produce
biased
discriminatory
outputs,
hallucination
in
large
language
upon
which
acts
provide
made-up
untruthful
outputs.
This
article
considers
affordances
challenges
specific
assessments
It
illustrates
considerations
for
redesign
with
existence
proposes
Against,
Avoid
Adopt
(AAA)
principle
rethink
assessments.
argues
more
tools
will
emerge
exponentially,
hence,
engaging
an
arms
race
against
policing
use
these
technologies
may
not
address
fundamental
Computers and Education Artificial Intelligence,
Journal Year:
2024,
Volume and Issue:
7, P. 100279 - 100279
Published: Aug. 12, 2024
The
rapid
development
of
generative
artificial
intelligence
(GenAI)
tools
(e.g.
ChatGPT)
has
elicited
mixed
reactions
among
English
language
instructors
and
learners.
This
study
explores
how
first-year
students
in
an
for
Academic
Purposes
(EAP)
course
at
a
Hong
Kong
university
perceive
GenAI
traditional
grammar-checking
Grammarly,
MS
Word).
We
employed
qualitative
methodology
grounded
the
interpretivist
paradigm,
conducting
semi-structured
interviews
with
14
students.
findings
revealed
perceived
to
be
more
comprehensive
authoritative,
as
they
provide
detailed
explanations
contextual
insights
that
enhance
proficiency.
However,
also
noted
concerns
about
overreliance,
data
privacy
equitable
access
premium
features.
examines
ethical
pedagogical
implications
integrating
into
higher
education,
highlighting
their
potential
necessity
institutional
guidance.
It
contributes
ongoing
discourse
on
role
academic
writing
instruction.
British Journal of Educational Technology,
Journal Year:
2024,
Volume and Issue:
unknown
Published: March 30, 2024
Abstract
Digital
technologies
are
increasingly
used
in
assessment.
On
the
one
hand,
this
use
offers
opportunities
for
teachers
to
practice
assessment
more
effectively,
and
on
other
it
brings
challenges
design
of
pedagogically
sound
responsible
digital
There
is
a
lack
validated
instruments
models
that
explain,
assess
support
teachers'
critical
pedagogical
This
explorative
work
first
develops
validates
survey
instrument
examine
practices.
Secondly,
we
build
model
investigate
what
extent
knowledge
foundation
future
(ie,
authentic,
accessible,
automated,
continuous
responsible).
A
total
219
university
at
large
European
participated
study.
Factor
exploratory
analysis
structural
equation
modelling
were
validate
reliability
validity
items
internal
causal
relations
factors.
The
results
show
valid
reliable
assessing
higher
education.
Teachers'
content
critical,
while
technological
seems
have
limited
impact
Practitioner
notes
What
already
known
about
topic
Teachers
key
stakeholders
learning.
transformative
nature
paper
adds
has
Implications
policy
need
be
supported
developing
practices
Based
study's
outcomes,
educators,
institutions
policymakers
can
inform
implementation
effective
assessments
will
enhance
quality
education
age.
Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(6), P. 569 - 569
Published: May 26, 2024
The
emergence
of
generative
artificial
intelligence
(AI)
such
as
ChatGPT
has
sparked
significant
assessment
concerns
within
tertiary
education.
Assessment
have
largely
revolved
around
academic
integrity
issues
among
students,
plagiarism
and
cheating.
Nonetheless,
it
is
also
critical
to
consider
that
AI
models
trained
on
information
retrieved
from
the
Internet
could
produce
biased
discriminatory
outputs,
hallucination
in
large
language
upon
which
acts
provide
made-up
untruthful
outputs.
This
article
considers
affordances
challenges
specific
assessments
It
illustrates
considerations
for
redesign
with
existence
proposes
Against,
Avoid
Adopt
(AAA)
principle
rethink
assessments.
argues
more
tools
will
emerge
exponentially,
hence,
engaging
an
arms
race
against
policing
use
these
technologies
may
not
address
fundamental
