Academic misconduct seems to have been brought into sharp relief over the last few months with a huge amount of hyperbole around large language models, or “generative AI”. Probably the most talked about was the arrival of ChatGPT3 just before Christmas 2022, social channels quickly lit up with discussions about how it will disrupt education, […]
Tag: Assessment
We are seeing the first guidance to students on the use of ChatGPT and AI tools in assessment starting to emerge. Getting terminology correct on this is a little challenging, so we are going to explore this. Much of the guidance is, for the time being at least, telling students not to use AI in […]
In our webinar before Christmas, we suggested that “A war between AI plagiarism detection software and generative AI won’t help anyone“ We want to share a quick example that shows why this might be the case. For this experiment, we are using GPTZeroX, which has recently been updated. Our aim isn’t to call out a […]
Last week we hosted a webinar looking at how artificial intelligence has the potential to disrupt student assessment. In this post we reflect on the event and share some of the ideas generated and questions asked. The topic certainly seems to be of wide interested, with over 130 attendees. We started with a quick poll […]
There’s no doubt that GPT-3 and other generative AI models are hugely impressive. We have shown how it could write a reasonably good short essay in a previous blog post and shown how to explore its ability to generate impressive images another post. Impressive as they are, it’s important to understand the limitations of these […]
Harnessing recent progresses in the area of deep learning and Natural Language Progressing (NLP), Warwick Business School (WBS) and the University of Warwick recently developed in-house the “AI Essay-Analyst”, an academic-writing-tool that provides students with around 15 pages of formative feedback following voluntary submission of students’ essays or dissertations. Dr. Isabel Fischer, Associate Professor (Reader) […]
Introduction There have recently been huge advances in the ability of AI to generate content. This includes the creation of text, images and computer code, through technologies such as GPT-3, DALLE-2 and Stable Diffusion. This has resulted in a new and growing field of tools that have the potential to disrupt assessment processes – both […]
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Assisted STEM feedback pilot launches
National centre for AI Pilot: AI for STEM marking and feedback We are launching a free and fully supported pilot to help Jisc and its members understand how universities could benefit from using AI to support the marking and feedback process. We are partnering with Graide, an EdTech company who have built an AI-based feedback and assessment […]
Introducing AI into the assessment process could bring about numerous advantages. In the sphere of formative assessment, using AI to partially automate the process of marking and giving feedback could make educators’ workloads more manageable. Meanwhile for high-stakes assessment, AI could provide an alternative to summative examinations, which, it has been argued, are not always […]