Redefining assessment tasks to promote students’ creativity and integrity in the age of generative artificial intelligence

Abstract

Abstract The arrival of generative artificial intelligence (GenAI) has forced lecturers to adjust their assessment practices to ensure that students’ work is their own from a creative point of view, and free of plagiarism. This chapter proposes the Academic Integrity and Creativity in the Age of Artificial Intelligence (AICAI) model for the use of authentic assessment as a possible strategy to promote students’ creativity and integrity and thereby ensure the ownership of their written work. Lecturers are encouraged to rethink the assignments they design and examine each of the following components with an eye to integrity: their professional characteristics, the objectives for the assignment, the type of assessment that is appropriate for the needs of the student. Others include the cognitive offloading that will be done or not with GenAI, the type of authentic task they wish to propose and its characteristics, and the instructions and criteria that will be given to students. The choices made should engage students, thereby diminishing the temptation to plagiarize. By combining different strands of pedagogical theory and research, the AICAI assessment design model proposed in this paper has brought into focus the challenges as well as the opportunities that have emerged with the inclusion of GenAI in higher education. On a more practical level, it offers a systemic approach and advice as to how the challenges can be mitigated and benefits maximized for all parties involved in assessment.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 18 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.