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Assessment Validity and Design

Get ideas on how to redesign your assessments in the age of AI in order to ensure they appropriately validate student learning. You will find ideas and suggestions across the spectrum of whether you prefer to restrict AI use, openly allow AI use, and anything in between.
  1. AI@AUC
  2. AI Faculty Resources
  3. Assessment Validity and Design

Faculty are encouraged to think about assessment broadly speaking with a two-lane approach: some assessments can be low-stakes and AI use is not monitored, while other assessments need to be done without AI, and need to be monitored in some way, such as oral one-on-one assessments, oral presentations, pen and paper exams, or hands-on project or lab work.

For more, watch this video by Danny Liu explaining how to use the two-lane approach to balance integrity with relevance.

You are welcome to sign up for a one-on-one CLT consultation.

Regardless of our attitude towards AI, we know students have access to generative AI tools like ChatGPT and Gemini at home, and are getting used to using them.

There are three ways to modify assessments in the age of AI. Prevention, Verification, Transparency:

  1. Prevention, by having the assessment occur in a way that removes the use of internet-connected devices. E.g. pen and paper exams, oral exams, presentations, hands-on projects or lab work
  2. Verification, where students do work at home, but we have another form of assessment to confirm they’ve done the work themselves, such as one-on-one conferences, oral exams, etc. The work they do at home should also be redesigned in order to emphasize a personal elements, deep critical thinking, and clear connections to real life experiences that would not normally be easily done with AI
  3. Transparency, where we allow students to use AI to a certain extent we communicate to them, but ask them to disclose the extent of their use (e.g. by sharing the chat they had with AI. Here is a sample AI disclosure statement template). For more on assessment redesign in the age of AI, watch this keynote by Phillip Dawson 

Watch this CLT workshop on creating AI-resilient assessments.

The prompt used here for using AI to help you redesign an assessment to be more AI-resistant includes many useful tips.

You are welcome to sign up for a one-on-one CLT consultation.

When redesigning assessments, the first step is to run your assessment prompt through an AI tool and see the extent to which AI tools can do your assessment. If AI tools can do a good quality version of your assessment, then you have two choices:

  1. Convert the assessment to an in-person offline assessment (e.g. oral or written exam, or authentic or hands-on project) OR
  2. Redesign the assessment itself so that it includes many elements that cannot be done without AI. It is important to think about which elements students truly need to learn to do on their own (intrinsic load) and to preserve this learning, and to consider which elements it is appropriate to allow AI use (extraneous load). For more on assessment redesign in the age of AI, watch this keynote by Phillip Dawson and read about the cake analogy to help you think through which elements are essential and which can be offloaded. 

You are welcome to sign up for a one-on-one CLT consultation.