AI has become intertwined with both teaching and learning. So, it is necessary to consider how to design assignments that can withstand AI, and when appropriate, leverage AI. Research indicates that 75% of students are familiar with AI use, whereas only 45% of educators are. By closing this gap, educators can push students to use AI responsibly to support their education. This blog will help instructors consider how to utilize AI in an ethical, intentional, and responsible manner.

What is an AI-assisted assessment?

These are assignments or assessments that are designed to incorporate AI tools as part of the learning process. These assignments are intended to teach students how to utilize AI ethically and effectively in a learning environment.

Strategies for AI-assisted assessments

Decide on the tool

When designing an assignment that utilizes AI, the first step is to determine which AI tool best supports the assignment. There is a wide variety of tool types, so it is imperative to use a tool that coincides with the desired learning outcomes of an assignment. Clearly outline in the assignment details what AI tool learners should use.

Determine acceptable level of AI usage

It is necessary to consider and decide the level of personal engagement. There are several different ways to implement varying levels of AI usage in an assignment:

• AI as a thinking partner – At this level students are using AI for reflection and for feedback.
• AI as an idea generator – Here AI is used to aid students in deciding on a topic to base their submission on. This can be helpful when students may have writers block, procrastinate, or are paralyzed when they begin to write. This level of AI usage is intended to help students arrive at a prompt, so that they have an easier time doing the writing themselves.
• AI summarizes thoughts – Students may have a hard time putting their thoughts into communicative words, AI may be able to help them when they are stuck here.
• Full creative freedom – Though not recommended, this level of AI usage allows students to use AI to whatever degree they desire.

Evaluate and reflect

It is important, once AI creation has been used, to reflect on the process. Consider whether or not the activity prompted meaningful engagement with AI. Did the assignment differentiate levels of understanding? When instructors reflect with students, it is essential to elaborate on the numerous shortcomings of AI.

What is an AI-resistant assessment?

These are are assignments that are intentionally designed to limit the usefulness of AI tools, intended to ensure that performance is reflective of students’ independent ability, understanding, and reasoning.

Four main principles of an AI-resistant assessment

Focus on process

Encourage students to be conscious of their process and not just the final product they turn in, prompting them to reflect on the steps they took to reach their final submission. It is very hard for students to use AI to fake this kind of reflection, as it is very personal to each student and often requires students to express their personalities.

Focusing on progress benefits both student engagement and instructor grading. Typically, instructors grade the final product that students submit, but what really matters is the process behind that submission. Creating assignments that allow students to be graded on their progress helps promote the learning process. For example, instead of having students submit only a paper, have them submit drafts for part of their grade beforehand.

Personalization and context

Create assignments that reflect students’ lived experiences and understanding, requiring students to incorporate their own opinions into their writing. This not only enhances students’ interactivity with course concepts, but also serves as a challenging aspect for AI to replicate.

When focusing on this principle, assignments should be context-specific. Instead of analyzing course concepts in a broader worldview, try dialing in the scale to allow students to reflect on their own expierences. For example, instead of asking the question, “What is the impact of AI in education?” Use a question like, “What is your experience with education in Clemson, and how has AI impacted that?” This forces students to apply course concepts in consideration with their daily lives.

Metacognition and reflection

Encouraging students to “think about their thinking” demonstrates genuine learning and intellectual growth. This can be included to further add personality to students’ work.

Similar to focusing on process, reflection calls for drafts and revisions. Have students insert their opinion and consider their experience when they reach each milestone of a draft. If students can communicate their thought process in decision-making or how they have learned, it reveals their thinking process. For example, after submitting a draft, have students journal about their progress in creating that draft and detailing one thing they hope to improve in the revision.

Authenticity

Authentic tasks or attentive activity requires personal engagement, creativity, and situational judgment. When creating tasks that are ripe with authenticity, include assignments that have real-world applications. Authentic assignments demand synthesis and encourage students to integrate skills, data, and judgment, rather than relying on AI-generated content.

Strategies for AI-resistant assignments

• Scaffold major projects into stages.
• Add oral components or presentations.
• Use personal, local, or live data.
• Integrate multimodal forms of submission: Video, infographic, podcast, etc.
• Require reflection on tool use and learning.

Want to learn more? Click the link below to see Digital Learning Strategist ‘dara Abimbade elaborate more on AI usage for course assignments.

Designing Effective Assessments in an AI World

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Quick Hits: Canvas Gradebook Settings, Grade Weights, and Extra Credit

December 4th, 3:00-4:00 PM

This quick hit will cover helpful settings in the Canvas gradebook, including utilizing grade weights effectively and incorporating extra credit in your course.

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