Themes in the Declared Use of Generative Artificial Intelligence in Assessment

Abstract

Generative Artificial Intelligence use by students completing assessments has been an area of concern for academics. Some educators believe such use will undermine all assessment, while others think it has the potential to revolutionise assessments. This has resulted in some institutions and educators adopting various approaches to control the use of Generative Artificial Intelligence However, much of this is taking place without fully appreciating how students are already making use of such tools. In this paper a practice where an existing assessment is presented with the addition that students are not prevented from using Generative Artificial Intelligence but must declare and explain such use. These declarations and explanations are considered to better understand how students approached the assessment and how it could be refined in future.

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