Redesigning Assessments to Safeguard Academic Integrity in the Age of AI

Content outline

Related Resources

SMU Framework for the Use of Generative AI Tools

Assessment & Feedback

Redesign assessments beyond capabilities of AI tools

If appropriate, complement and vary different forms of assessment. For example, following up a written assignment with an oral presentation.
In assessment questions, include information that is not available on the internet and information that AI engines cannot gather. For example, use questions that require the use of include personal experience, cases/examples discussed in class.
Include the use of reflective responses that build in personal insight. AI tools are far less useful in this context.
Introduce authentic assessment which involves tasks or activities that closely mirror real life challenges, requiring students to apply knowledge and skills in a practical or problem-solving context. For example, in certain law courses, students can be assessed using mock trials.
Try your assignment in generative AI tools so that you can find out how it fails to do well and then add grading criteria that measure exactly those qualities (such as relevance to context, specificity, authenticity).
Ask students to provide an annotated bibliography and describe how references were used in their assignment.

Tips for different assessment types

Assessment Type	Tips
Take Home Written Assignment (e.g. Essays, Reports, Short Answer Questions)	Focus on knowledge application instead of the final product. Ask for a clear demonstration of the application of core concepts and ideas to a specific audience, or context. Place this inside an authentic problem that requires critical appraisal of data and research (like a detailed case study). For example, rather than asking for a summary of research into a topic, ask students to write a proposal that shows the application of the outcomes of the research to resolve a specific problem. Follow this with required reflections from students detailing how they adapted the research findings from the general to the specific. Focus on the process instead of the final product. For example, getting students to submit an outline and multiple drafts for an assignment and see how they develop their arguments. The meta-data for each draft should show their editing time, changes made, etc. If they lifted content from generative AI tools, the meta-data may show massive changes in a very short editing time. Assessment question design. The assessment question could include information that is not available on the internet, and information that AI engines cannot gather. For example, questions or responses that include personal experience, cases/examples discussed in class. You may also consider getting students to critique draft responses generated by AI tools. Complement and vary different types of assessment. For example, following up a written assignment with an oral presentation where clarifying questions can be asked
Class and Project Presentation	Content Focus the presentation on application of core concepts to an authentic context/problem. Students may be encouraged to relate concepts to local or personal experiences. Delivery Allow significant time after the presentation for a detailed question and answer session to allow the students to demonstrate their understanding of the topic (rather than just their ability to read from a script). Change the grading structure to weigh the answers to the Q&A more heavily.
Coding and Programming	Where appropriate assume that the code has been AI generated, so ask the students to do either or both of the following: Answer detailed questions on the specific choices made (For example, why a particular field would be needed in a database) Find and fix broken code under exam conditions. Explain why it was broken and what they would do to fix it, and why their fix would work.
Quantitative data-related assessment	Ask for demonstration of understanding of the data rather than the ability to generate them. For example, ask students to determine whether they believe that there is likely to be fraudulent behavior in the company as a result of their analysis of the figures.
In-class assessments (midterm & final exams, quizzes, short assignments)	Consider making them closed-book and using eLearn quizzes with lock-down browser. If a degree of open book is needed, consider only allowing physical paper or books.

Shift emphasis to in-class assessment types

Consider converting some take-home assignments to in-class assessments without access to the internet. This may require breaking up larger assignments into component pieces. It can be suitable when the targeted learning outcomes relate to critical thinking, problem-solving, or written communication based on working knowledge of one or more disciplines. For example, as part of a larger group project, you can organize an individual in-class assessment in which students are required to write a 500-word draft of a certain section of the report.

References

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