Redesigning Assessments for AI-Enhanced Learning: A Framework for Educators in the Generative AI Era DOI Creative Commons
Zuheir N. Khlaif,

Wejdan Awadallah Alkouk,

Nisreen Salama

и другие.

Education Sciences, Год журнала: 2025, Номер 15(2), С. 174 - 174

Опубликована: Фев. 2, 2025

The emergence of generative artificial intelligence (Gen AI) in education offers both opportunities and challenges, particularly the context student assessment. This study examines faculty members’ motivations to redesign assessments for their courses Gen AI era introduces a framework this purpose. A qualitative methodology was employed, gathering data through semi-structured interviews focus groups, along with examples redesigned assessments. Sixty-one members participated study, were analyzed using deductive inductive thematic approaches. Key redesigning included maintaining academic integrity, preparing learners future careers, adapting technological advancements, aligning institutional policies. However, also highlighted significant such as need professional development addressing equity accessibility concerns. findings identified various innovative assessment approaches tailored requirements era. Based on these insights, developed conceptual titled “Against, Avoid, Adopt, Explore”. Future research is needed validate further refine its application educational contexts.

Язык: Английский

Redesigning Assessments for AI-Enhanced Learning: A Framework for Educators in the Generative AI Era DOI Creative Commons
Zuheir N. Khlaif,

Wejdan Awadallah Alkouk,

Nisreen Salama

и другие.

Education Sciences, Год журнала: 2025, Номер 15(2), С. 174 - 174

Опубликована: Фев. 2, 2025

The emergence of generative artificial intelligence (Gen AI) in education offers both opportunities and challenges, particularly the context student assessment. This study examines faculty members’ motivations to redesign assessments for their courses Gen AI era introduces a framework this purpose. A qualitative methodology was employed, gathering data through semi-structured interviews focus groups, along with examples redesigned assessments. Sixty-one members participated study, were analyzed using deductive inductive thematic approaches. Key redesigning included maintaining academic integrity, preparing learners future careers, adapting technological advancements, aligning institutional policies. However, also highlighted significant such as need professional development addressing equity accessibility concerns. findings identified various innovative assessment approaches tailored requirements era. Based on these insights, developed conceptual titled “Against, Avoid, Adopt, Explore”. Future research is needed validate further refine its application educational contexts.

Язык: Английский

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