Interrogating Assessment in the Age of Generative AI
Generative AI (GenAI) has foregrounded important educational issues. In this conceptual paper we build on Blackie’s work on knowledge-building and assessment practices to argue that responding to GenAI in educationally sound and sustainable ways requires engagement with the purpose of a higher educ...
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| Format: | Article |
| Language: | English |
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Research and Postgraduate Support Directorate
2024-12-01
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| Series: | African Journal of Inter-Multidisciplinary Studies |
| Subjects: | |
| Online Access: | https://journals.dut.ac.za/index.php/ajims/article/view/1528 |
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| _version_ | 1846140172975996928 |
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| author | Margaret Blackie Sioux McKenna Neil Kramm Nicola Pallitt |
| author_facet | Margaret Blackie Sioux McKenna Neil Kramm Nicola Pallitt |
| author_sort | Margaret Blackie |
| collection | DOAJ |
| description |
Generative AI (GenAI) has foregrounded important educational issues. In this conceptual paper we build on Blackie’s work on knowledge-building and assessment practices to argue that responding to GenAI in educationally sound and sustainable ways requires engagement with the purpose of a higher education. A university education should transform students’ understanding of the world, themselves, and their relationship to the world in discipline-specific ways. We need to understand what it means to be gain expertise in a field before we can consider what it means to assess competence in that field. In this article, we draw on the discipline of Chemistry to reflect on the nature of the target knowledge and knowing and how this then aligns to the approach to assessment. It is only then that we can consider how GenAI might positively or negatively affect the development and demonstration of competence. In addition, because education is inherently relational, we also have to endeavour to nurture and assess such competence on a consciously created foundation of trust.
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| format | Article |
| id | doaj-art-fb762abd2e9145eb9a237c7b72eab761 |
| institution | Kabale University |
| issn | 2663-4597 2663-4589 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Research and Postgraduate Support Directorate |
| record_format | Article |
| series | African Journal of Inter-Multidisciplinary Studies |
| spelling | doaj-art-fb762abd2e9145eb9a237c7b72eab7612024-12-05T20:12:08ZengResearch and Postgraduate Support DirectorateAfrican Journal of Inter-Multidisciplinary Studies2663-45972663-45892024-12-016110.51415/ajims.v6i1.1528Interrogating Assessment in the Age of Generative AIMargaret Blackie0Sioux McKenna1Neil Kramm2Nicola Pallitt3Rhodes University, South AfricaRhodes University, South AfricaRhodes University, South AfricaRhodes University, South Africa Generative AI (GenAI) has foregrounded important educational issues. In this conceptual paper we build on Blackie’s work on knowledge-building and assessment practices to argue that responding to GenAI in educationally sound and sustainable ways requires engagement with the purpose of a higher education. A university education should transform students’ understanding of the world, themselves, and their relationship to the world in discipline-specific ways. We need to understand what it means to be gain expertise in a field before we can consider what it means to assess competence in that field. In this article, we draw on the discipline of Chemistry to reflect on the nature of the target knowledge and knowing and how this then aligns to the approach to assessment. It is only then that we can consider how GenAI might positively or negatively affect the development and demonstration of competence. In addition, because education is inherently relational, we also have to endeavour to nurture and assess such competence on a consciously created foundation of trust. https://journals.dut.ac.za/index.php/ajims/article/view/1528generative AIassessmenttrustknowledge-buildingcritical AI literacy |
| spellingShingle | Margaret Blackie Sioux McKenna Neil Kramm Nicola Pallitt Interrogating Assessment in the Age of Generative AI African Journal of Inter-Multidisciplinary Studies generative AI assessment trust knowledge-building critical AI literacy |
| title | Interrogating Assessment in the Age of Generative AI |
| title_full | Interrogating Assessment in the Age of Generative AI |
| title_fullStr | Interrogating Assessment in the Age of Generative AI |
| title_full_unstemmed | Interrogating Assessment in the Age of Generative AI |
| title_short | Interrogating Assessment in the Age of Generative AI |
| title_sort | interrogating assessment in the age of generative ai |
| topic | generative AI assessment trust knowledge-building critical AI literacy |
| url | https://journals.dut.ac.za/index.php/ajims/article/view/1528 |
| work_keys_str_mv | AT margaretblackie interrogatingassessmentintheageofgenerativeai AT siouxmckenna interrogatingassessmentintheageofgenerativeai AT neilkramm interrogatingassessmentintheageofgenerativeai AT nicolapallitt interrogatingassessmentintheageofgenerativeai |