Assignments and Assessments in the Age of AI
Center for Teaching and Learning Excellence
Jessamyn Neuhaus
Thank you!
I know it’s never easy to make time for doing this kind of work, and I really appreciate you being here. I also want to acknowledge that our positionality, personalities, and teaching contexts always matter. There’s no one-size-fits-all, works-for-everyone every time classroom strategy or teaching tool, so I encourage you to adapt and use whatever I’m suggesting in ways that work best for you.
https://tinyurl.com/CTLEgenAI
SESSION GOALS
2. REVIEW
1. DISCUSS
3. EXPLORE
Examples of assignments that incorporate usage of AI
How to clearly communicate AI policies to students, including helping them correctly document and cite AI use
Two assessment practices that facilitate authentic student learning and encourage academic integrity
Which best describes you right now?
#3. I fear that generative AI poses such a significant threat to my subject matter and/or student learning that I will be unable to sufficiently adapt my courses and teaching practices.
#1. I am optimistic about my ability to adapt my courses and current teaching practices to meet the needs of students in the age of generative AI.
#2. I would like to adapt my courses and current teaching practices to meet the needs of students in the age of generative AI but I’m concerned about the time and energy required to do.
Three Pedagogical Action Items
#2. Make assigned work relevant to students’ goals.
#1. Talk with your students and address the issue together.
#3. Talk with your colleagues and share ideas.
AI Policies and Citing AI
01
SU AI Use Syllabus Policy Options
Option #1: Zero Tolerance for AI
Option #2: Some Use of AI
Option #3: Open AI Use
All generative-AI tools are prohibited in this course because their use inhibits achievement of the course learning objectives. This policy applies to all stages of project and writing processes including researching, brainstorming, outlining, organizing, and polishing. Do not use Generative-AI tools to create any content (i.e., images and video, audio, text, code, etc.). If you have any questions about a feature and whether it is considered Generative-AI, ask your instructor.
Based on the specific learning outcomes and assignments in this course, artificial intelligence is permitted on the following: [insert specific assignment, quiz, or exam names or permitted source-based AI tools (e.g., Grammarly) here]. See each assignment, quiz, or exam instructions for more information about what artificial intelligence tools are permitted and to what extent, as well as citation requirements. If no instructions are provided for a specific assignment, then no use of any artificial intelligence tool is permitted. Any AI use beyond that which is detailed in course assignments is explicitly prohibited except when documented permission is granted.
Based on the assignments in this course and our specified learning outcomes, the full use of artificial intelligence as a tool, with disclosure and citation, is permitted in this course. Students do not need to ask permission to use these tools before starting an assignment or exam, but they must explicitly and fully indicate which tools were used and describe how they were used.
Citation guidelines for using AI exist!
https://teachingexcellence.syr.edu/resources/generative-ai-and-chatgpt/#Citing-ChatGPT-and-Generative-AI
Generative AI Disclosure STatements
Can be used to support any generative AI policy you choose for your class and assignments
✓ Encourages clear communication about policies and work processes
✓ Improves students’ academic integrity skills through a growth minded lens
✓ Adheres to longstanding best practices for ethical research i.e. citing your sources
✓ Builds student ownership of learning, including critically examining any use of generative AI tools
✓ Increases students’ metacognition and understanding of own learning
✓ Conveys care for student success at a transitional moment of new technology
Student AI Disclosure
Recommended Format
I acknowledge the use of [insert AI system(s) and link] to [specific use of generative artificial intelligence]. The prompts used include [list of prompts]. The output from these prompts was used to [explain use].
Example: Generated Text
I acknowledge the use of ChatGPT 3.5, July 20 version (https://chat.openai.com/) to generate a case study about the challenges of sustainability and labor ethics in the chocolate industry. I entered the following prompt on August 1, 2023:
The output from these prompts was used as the case study for the assignment which was then analyzed in the remaining portion of the assignment.
Example: Generated Image
I acknowledge the use of Bing Image Creator powered by DALL-E (https://www.bing.com/images/create) to generate an image of an alien landscape. I entered the following prompt on August 2, 2023:
The output from these prompts was used as a decorative image on my PowerPoint presentation.
Example: Edited/Refined Text
I acknowledge the use of Claude (https://claude.ai/) to improve the organization and academic tone of my essay. I uploaded the text of my essay draft through Claude's attach a file feature and I entered the following prompts on August 3, 2023:
The output from these prompts was used to edit my draft essay. Some specific suggestions for rephrasing were adopted, but the output primarily was used to identify areas that could be strengthened from which I made original edits.
More Templates for AI Usage Disclosures
Questions?
Comments?
Academic Integrity and AI
There is not nor will there likely ever be a truly reliable “detection tool” for AI-generated academic work. Per SU policy, using AI detection tools of any kind cannot be the basis for reporting suspected violation of academic integrity.
Our main job is help students succeed, not catch them messing up. A better, and more AI-aware, approach to academic integrity is to frame it as an academic skill and an achievable goal that students can reach with practice, clear information, and their own appropriate effort, rather than a deficit in their abilities that will be punished.
If you are concerned about students using AI in ways that violate academic integrity, there are many assignment design principles proven effective to facilitate authentic learning. They also encourage academic integrity and make assignments and assessments more AI-resistant.
Choosing and Communicating Your AI Class Policy
Some best practices to consider
20
Your positionality, discipline, and student population are all major factors to consider about how much and to what extent you facilitate learning with AI tools. Different assignments or parts of assignment may have different types of AI policies.
Consider Context
Have students complete low-stakes but required assignments such as restating the policy in their own words or complete a quiz on the policies they can retake until all answers are correct. Give real-life scenarios in class for them to discuss and identify whether or not the policy was followed and check understanding with a follow-up survey.
Check Students’ Understanding
Your own comfort level, energy for learning how to use new technology, and personal interest in AI matters. Do what works for you!
Know Yourself
Do not just read your policies out loud or state once on the syllabus. Facilitate a genuine discussion with students about the issues surrounding AI use generally and in your subject area. Listen to what they say about it and include opportunities to comment anonymously.
Discuss Early and Often
Action Item #1:
Talk with your students and
address the issue together.
Assignment and Assessment Design
02
Authentic Assessment
“The more you can design authentic assessments for your course, meaning assessments that ask students to apply the knowledge they gain in your course in real-world situations, the more motivated your students will be to engage with your assessment, and the less likely they will be to off-load their work to AI.”
https://cdil.bc.edu/resources/emerging-technologies/engaging-with-ai/ai-assessments/
Assignment design principles
Scaffolding
Transparency
that encourage academic integrity, help facilitate authentic learning, and build AI-resistant assignments.
Transparent Assignment Design
Transparency
A transparent assignment clearly conveys to students three things about the assignment:
#1. Purpose
#2. Tasks
#3. Criteria for success
Step One: Define the assignment’s PURPOSE
“First, think about what you want students to gain from the assignment. What should they understand about course concepts? What knowledge and skills will they gain by undertaking the assignment? How does the assignment connect to students’ lives or the world beyond the classroom?”
https://teaching.resources.osu.edu/examples/using-transparent-assignment
Step Two: Define the TASKS involved
“Next, list the steps students should take when completing the assignment. In what order should they do specific tasks, what do they need to be aware of to perform each task well, and what mistakes should they avoid?”
https://teaching.resources.osu.edu/examples/using-transparent-assignment
Step Three: Define the CRITERIA for success
“Lastly, clarify the criteria for success on the assignment. What are the characteristics of a successful submission? How does excellent work differ from adequate work? Be prepared to provide a scoring rubric and examples of sample submissions to support students in understanding the criteria.”
Scaffold Major Assignments
Scaffolding Assignments: How & Why?
“Assignment scaffolding is the process of breaking tasks down into smaller steps. It may also involve creating more detailed assessment instructions or rubrics, or splitting a large assignment or exam into smaller assessments.
https://le.unimelb.edu.au/news/articles/scaffolding-assignments-how-and-why
Scaffolding Assignments
All high-stakes projects accounting for a large portion of a student’s class grade should be divided into smaller assignments that give students time to make adjustments and improvements.
Scaffolding
Instruction
https://www.usm.edu/faculty-development/scaffolding.php
A Scaffolded Research Paper Assignment
Jessamyn’s Example
For my history of popular culture and history methodology upper level classes
Letter Grade
Completion and Self-Assessment
Feedback Only and Low-Stakes
Instructor Feedback Only
1 high-stakes research paper assignment = 1 major letter grade
Instructor Feedback Only
Feedback Only and Low Stakes
Completion and Self Assessment
Letter Grade
Questions?
Comments?
Action Item #2:
Make assigned work relevant to students’ goals.
Assignments Using AI
03
https://tinyurl.com/CTLEgenAI
3 Ideas for ChatGPT-use Assignments
“Applying concepts to analyze data. Ask your students to:
1). pick a concept related to the field. 2). ask ChatGPT to describe three applications of that concept. 3). rank those applications from most successful to least successful. 4). Explain your thought process behind the rankings. This can be a written homework assignment or a classroom discussion activity.
Critical evaluation of AI outputs. Ask your students to 1.) generate a ChatGPT response to a question of their own choosing, related to the field, 2.) examine that response, and 3.) write a short analytical essay about the strengths and weaknesses of the ChatGPT’s response. *In this basic form, this exercise can be a great critical thinking exercise. It can also be tailored to other specific learning goals. For example, if you are looking to teach assessment and evaluative skills, you can ask your students to also come up with a set of assessment criteria, as opposed to the free-form discussion of the strengths and weaknesses.”
Identifying and understanding generative AI. Give your students two short human-written pieces or reading responses on a topic related to the field, and one AI-written piece on the same topic. The human-written pieces can be anything — student works, excerpts from publications, or any relevant online materials. Do not tell your students which one of the three pieces is AI-generated. Ask them to examine all three written pieces and
1.) identify the AI-generated piece,
)2. reflect on their thought-process: how difficult (or how easy) was it for them to identify the AI generated piece? What made them think it is AI-generated? In what ways does it stand out?
https://www.montclair.edu/faculty-excellence/teaching-resources/clear-course-design/practical-responses-to-chat-gpt/teaching-with-chatgpt-assignment-design-tips-ideas/
Quick ideas for AI-Use Assignments
https://guidetoteaching.newschool.org/using-generative-ai-in-student-assignment/
More Quick ideas for AI-Use Assignments
https://www.montana.edu/facultyexcellence/teaching-advising/genai/assignments.html
Detailed examples of assignments using AI
U of North Dakota AI Assignment Library
https://commons.und.edu/ai-assignment-library/
MetaLAB (at) Harvard AI Pedagogy Project
https://aipedagogy.org/assignments/
Yale University Poorvu Center for Teaching and Learning AI Teaching Examples
https://poorvucenter.yale.edu/ai-teaching-examples
And more! Visit the CTLE website Resource page, “Generative AI and ChatGPT”
https://teachingexcellence.syr.edu/resources/generative-ai-and-chatgpt/
Can you see yourself incorporating use of AI into an assignment? If so, do any of the examples shared sound like a good fit for your class and how might you adapt it?
Reflect to self and/or share in Chat or as a group.
Action Item #3:
Talk with your colleagues and share ideas.
4
Conclusion
https://tinyurl.com/CTLEgenAI
SESSION GOALS
2. REVIEW
1. DISCUSS
3. EXPLORE
Examples of assignments that incorporate usage of AI
How to clearly communicate AI policies to students, including helping them correctly document and cite AI use
Two assessment practices that facilitate authentic student learning and encourage academic integrity
Three Pedagogical Action Items
#2. Make assigned work relevant to students’ goals.
#1. Talk with your students and address the issue together.
#3. Talk with your colleagues and share ideas.
Sources Cited and Consulted
The AI Assessment Scale: Version 1 – Leon Furze
Assignments and Generative AI - Center for Faculty Excellence | Montana State University
Detecting AI Content - SU ITS and OLS
Generative AI and ChatGPT - Center for Teaching and Learning Excellence
Important Syllabus Reminders - Office of Academic Affairs – Syracuse University
Reimagining Your Assessments in Light of AI - Digital Learning Design Toolkit
Scaffolding assignments - how and why? | University of Melbourne
Scaffolding – Exploring and Applying Universal Design for Learning | University of Iowa
THANK YOU!
Jessamyn Neuhaus
SU Center for Teaching and Learning Excellence