Universities should substitute attributable demonstrations of competence for grading coursework, writes Simona Aimar (University College London) in a recent article for Times Higher Ed. Aimar writes that grading coursework has never perfectly shown student knowledge, regardless of the availability of AI. Higher ed should question whether essays provide enough evidence to show competency, writes Aimar. However, the author asserts that universities should not eliminate student coursework, as it provides students with practice and discussion opportunities. Assessments should be redesigned so students demonstrate what they have learned. “At key moments, universities should ensure they retain the ability to say: ‘We have seen this student demonstrate this competence,’” writes Aimar.
