In a recent conference presentation, Phillip Dawson (Deakin University) argued that postsecondary institutions should focus on redrawing their assessments rather than prioritizing discussions about AI-related cheating. Dawson asserts that while cheating is important to pay attention to, it is more important to focus on assessment validity. Since AI is well suited to some “busywork” tasks, such as handling citations and reference structuring, Dawson says that instructors should assume students may use these tools and make “structural changes” to their assignments to ensure that they are “assessing what we mean to assess.” “The times of assessing what people know are gone,” concludes Dawson.
Times Higher Ed (Acct Req)
