Generative AI and Authentic Assessments

DC supports faculty in exploring GenAI, and evaluating the benefits of adopting it where it will enhance student learning and align with industry expectations. GenAI presents opportunities to teach, challenge and assess students in different ways. GenAI can provide opportunities to support UDL by providing multiple means of representation and expression, and personalization during assessments.

Tip

For more information on using GenAI with assignments and active Learning strategies please visit How to Incorporate Generative AI | CTL and scroll to “Incorporating AI into learning activities and assessment strategies.”

Adapted from: Developing AI-Integrated Projects – The Curious Educator’s Guide to AI

  • Please see an example of an assignment which GenAI helped create by Johnathan Carrigan. The assignment was created using Bing Chat. It provides a short business case scenario, and students must define a Business Problem Statement, Research Problem Statement, and three Research Questions: Example Assignment using GenAI
  • For more industry specific examples, please visit Generative AI Sample Assessments or AI for Educators

Further, when considering the student use of GenAI, directives for the permitted or prohibited use of GenAI in course work and assessments must be communicated with students clearly, in writing, ahead of any learning activity or assessment. Faculty are encouraged to ensure this communication is specific and detailed and to maintain an open dialogue about expectations; and it is the responsibility of the student to adhere to GenAI directives on a course-by-course basis and seek clarification in the case of uncertainty.

Note

Principles of academic integrity, as outlined by policy ACAD-101 – Academic Integrity, apply to all instances of GenAI use.

Tip