Considerations for Design

Situation dependent

If you are planning to alter your assessments by utilising AI, it’s important to ensure that the AI output isn’t being used to assess learning objectives directly, as this would not measure students progress towards reaching each objective. Instead we can think about AI in assessment as a a supportive measure as part of the process of learning. As mentioned in previous guidance (web), the decision to use AI needs to be considered carefully and is usually situational.

Example in practice

In this example we need to consider the following:

If no other learning objectives, within the assessment, focus around the creation of film based artefacts, AI could be used as a supportive measure to generate scripts, location ideas, concept art or other elements, as this output is not being assessed directly by the learning outcomes, but instead can support students in their assessment journey.

For example: the assessment may have a learning objective that focusses on ‘critical analysis and evaluation of a film’ that has been created. This particular learning objective is measuring the students ability to evaluate and critically analyse the film, not the approach of making it.

Constructive alignment

Constructive alignment is a vital consideration when designing for the use of generative AI. You need to consider the activity you are planning and the impact on outcomes and assessment as well as skills/knowledge development. In some cases, the AI tools may just be used to enhance or replace a current activity that is already constructive aligned. However, if you are thinking of adding a new activity, please consider the following questions:

Questions to consider

How does adding AI to an activity help students reach the learning objectives?
How does adding AI help support and develop the students’ knowledge and skills towards their assessment?
How will this activity impact on the wider sessions within your module?

Enhancement

When adding AI into your assessment, it can be useful to think of the significance and enhancement opportunities involved. Why is using AI going to be useful and how will it add to the requirements of the students’ learning? It can be beneficial to think about the output of the assessment and how it links to graduate outcomes, employability, skills development and how it fits within the wider programme goals of your module.

Transparency with students about the value added when using these activities assists students in understanding the impact this will have on their further learning and development.

Accessible

Consider how students will access the materials/tools that are needed for the assessment and whether there are any potential barriers that will inhibit students being able to use AI tools within their assessment. Equitable access to learning and assessment tools ensures that all students have the opportunity to succeed.

Support

If AI tools are to be embedded within the assessment approach, then support for students and staff need to be considered, this can also include any training or upskilling that is required. It is advised to build some time into your sessions to explore/demonstrate the use of AI and your expectations for how it will be used within assessments.

Clear guidelines

When setting assessments to use AI it is important to be clear on expectations and limitations. As with all assessments, there needs to be clear instructions to students on how they can use AI within the frames of assessment and to highlight any limitations or formats that students need to follow. This will help reduce confusion and potential academic offences. It can often be useful to have examples or demonstrate the expected outputs with students when using AI for the first time.