Abstract
Problem
The rapid advancements in artificial intelligence (AI) necessitate a fundamental shift in how assessments are designed in higher education. This presentation reports on an initiative launched in April 2024, aimed at promoting innovative assessment strategies in a faculty of science and health that align with the university's broader goals. Supporting over 500 academic staff responsible for approximately 750 units of study, the challenge lies in redesigning assessments to maintain academic integrity while leveraging AI to enhance learning outcomes.
Design
Drawing on the theory of practice architectures (Mahon et al., 2016), this project aimed to create a comprehensive support structure for academic staff during the assessment redesign process. The initiative established a 'trellis of practices' (Francisco, 2020) — a network of interrelated practices supporting sustainable and innovative assessment redesign.
Online Workshops: Designed to build confidence in using AI for teaching, address ethical concerns, biases, and data privacy issues, and promote inclusive and equitable AI use.
Dedicated Webpages: A comprehensive online resource hub hosted on Microsoft SharePoint, including workshop recordings and worksheets to guide academics through the assessment redesign process.
Streamlined Processes: Detailed worksheets aligned with institutional principles and policies to guide academics efficiently in redesigning assessments.
High-Quality Material: Research and resources from experts in higher education to build combined capabilities in understanding and using AI tools in assessment redesign.
Reflections
Over 150 academic staff participated in the workshops, and more than 300 have accessed the dedicated SharePoint site since its launch. These resources have empowered academic staff to make informed decisions about integrating AI into their assessments. As a result, in Session 2, 2024, multiple units permitted the use of Generative AI in assessment tasks, reflecting a growing acceptance and implementation of AI-enhanced learning strategies.
Leveraging the theory of practice architectures, this initiative develops a robust trellis of interconnected support mechanisms, providing a sustainable framework for ongoing assessment redesign. This ensures our strategies remain relevant and effective amidst the evolving AI landscape in education. Emphasising continuous learning, collaboration, and innovation, the project fosters resilience and adaptability, preparing educators and students for an AI-enhanced future.
The rapid advancements in artificial intelligence (AI) necessitate a fundamental shift in how assessments are designed in higher education. This presentation reports on an initiative launched in April 2024, aimed at promoting innovative assessment strategies in a faculty of science and health that align with the university's broader goals. Supporting over 500 academic staff responsible for approximately 750 units of study, the challenge lies in redesigning assessments to maintain academic integrity while leveraging AI to enhance learning outcomes.
Design
Drawing on the theory of practice architectures (Mahon et al., 2016), this project aimed to create a comprehensive support structure for academic staff during the assessment redesign process. The initiative established a 'trellis of practices' (Francisco, 2020) — a network of interrelated practices supporting sustainable and innovative assessment redesign.
Online Workshops: Designed to build confidence in using AI for teaching, address ethical concerns, biases, and data privacy issues, and promote inclusive and equitable AI use.
Dedicated Webpages: A comprehensive online resource hub hosted on Microsoft SharePoint, including workshop recordings and worksheets to guide academics through the assessment redesign process.
Streamlined Processes: Detailed worksheets aligned with institutional principles and policies to guide academics efficiently in redesigning assessments.
High-Quality Material: Research and resources from experts in higher education to build combined capabilities in understanding and using AI tools in assessment redesign.
Reflections
Over 150 academic staff participated in the workshops, and more than 300 have accessed the dedicated SharePoint site since its launch. These resources have empowered academic staff to make informed decisions about integrating AI into their assessments. As a result, in Session 2, 2024, multiple units permitted the use of Generative AI in assessment tasks, reflecting a growing acceptance and implementation of AI-enhanced learning strategies.
Leveraging the theory of practice architectures, this initiative develops a robust trellis of interconnected support mechanisms, providing a sustainable framework for ongoing assessment redesign. This ensures our strategies remain relevant and effective amidst the evolving AI landscape in education. Emphasising continuous learning, collaboration, and innovation, the project fosters resilience and adaptability, preparing educators and students for an AI-enhanced future.
| Original language | English |
|---|---|
| Pages | 63 |
| Number of pages | 1 |
| Publication status | Published - 10 Sept 2024 |
| Event | Australian Conference of Science and Mathematics Educators - University of Canberra, Canberra, Australia Duration: 18 Sept 2024 → 20 Sept 2024 Conference number: 30 https://www.acds.edu.au/acsme-home/acsme-2024/conference-proceedings/ |
Conference
| Conference | Australian Conference of Science and Mathematics Educators |
|---|---|
| Abbreviated title | Belonging: the centre of the student experience |
| Country/Territory | Australia |
| City | Canberra |
| Period | 18/09/24 → 20/09/24 |
| Internet address |
