{"id":5942,"date":"2023-08-31T07:00:00","date_gmt":"2023-08-31T05:00:00","guid":{"rendered":"https:\/\/blog.phzh.ch\/zhe\/?p=5942"},"modified":"2023-12-14T16:04:06","modified_gmt":"2023-12-14T15:04:06","slug":"promoting-authentic-assessment-in-the-age-of-artificial-intelligence","status":"publish","type":"post","link":"https:\/\/blog.phzh.ch\/zhe\/promoting-authentic-assessment-in-the-age-of-artificial-intelligence\/","title":{"rendered":"Promoting Authentic Assessment in the Age of Artificial Intelligence"},"content":{"rendered":"\n

Text: M\u00f2nica Feixas<\/a><\/p>\n\n\n\n

In the actual context of higher education, the emergence of artificial intelligence (AI) tools introduces a multitude of challenges to conventional assessment practices. While we are witnessing that certain teaching and learning activities may eventually be performed by AI to a relatively good standard, we cannot fully rely on the generated content because it can exhibit deficiencies in accuracy, comprehending context, coping with intricate analysis or being ethical. For rigorous scholarly pursuits, it is necessary to empower students to critically discern and interpret data, to identify bias and ensure fairness, and to make choices aligned with human values, that is: to form evaluative judgements (EJ). This blog is about practices that foster EJ within the context of authentic assessment tasks, answering questions such as: What precisely constitutes an authentic assessment task? What practices promote EJ in the context of authentic assessment tasks? How can we effectively leverage tools like ChatGPT to facilitate the development of evaluative judgement?<\/p>\n\n\n\n

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Can artificial intelligence give you a realistic assessment of your work? (Image source: Adobe Stock)<\/figcaption><\/figure>\n\n\n\n

Authentic Assessment Tasks in Higher Education: a Response to traditional Assessments<\/h2>\n\n\n\n

Authentic assessment tasks have emerged as a meaningful response to address the limitations of conventional assessment methods in higher education (Clegg & Bryan 2006<\/a>). They require students to perform as professionals within the actual social and physical contexts of a specific field, demanding the demonstration of skills and knowledge reflective of real-world scenarios.  <\/p>\n\n\n\n

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Authentic assessment aims to replicate the tasks and performance standards typically found in the world of work and has been found to have a positive impact on student learning, autonomy, motivation, self-regulation and metacognition; abilities highly related to employability.<\/p>\n(Villarroel et al. 2018<\/a>)<\/cite><\/blockquote>\n\n\n\n

Different displays of knowledge and performance can be encouraged based on the selected assessment formats employed to assess students‘ learning:<\/p>\n\n\n\n

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Figure 1: Continuum from traditional to authentic assessment approaches (own elaboration)<\/figcaption><\/figure>\n\n\n\n

While traditional assessment formats focus on the demonstration of Knowing <\/strong>(e.g. through factual tests or MCQs) or Knowing How<\/strong> (context-based tests, MCQs, problem solving), authentic assessment also emphasize Showing How<\/strong> (performance based, objective school observations, problem-based learning, scenarios, portfolios) and Showing Doing<\/strong> (performance based tasks, work\/professional experience, patient care, pupils\u2019 teaching) (Sambell & McDowell 1998)<\/a>. <\/p>\n\n\n\n

Designing authentic tasks can be done by following the five-dimensional framework from Gulikers, Bastiaens and Kirschner (2004)<\/a> (reproduced in Figure 2) with pertinent questions in relation to each dimension. Another alternativ is Sambell’s<\/a> guide. In both cases, effective assessments work in tandem with teaching and learning activities to help students develop long-term approaches to learning.<\/p>\n\n\n\n

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Figure 2: Framework for designing authentic assessment (adapted from Gulikers, Bastiaens and Kirschner 2004<\/a>) <\/figcaption><\/figure>\n\n\n\n

Examples of authentic assessment tasks can be found in Jon Mueller’s Authentic Assessment Toolbox<\/a>, or Kay Sambell and Sally Brown<\/a>.<\/p>\n\n\n\n

Evaluative Judgement: a crucial Skill in the Age of AI <\/h2>\n\n\n\n

Following Villarroel et al. (2018)<\/a>, authentic assessments should include at least three components: <\/p>\n\n\n\n