In part one of this two-part blog post, I shared the revision of an artificial intelligence-supported assessment (AI-SA) I had used in spring 2024. The revised version gave students a choice in what technology (ChatGPT or internet search) they could…

In this series of blog posts, I began by exploring models of assessment and feedback and offering some perspectives on benefits and drawbacks from various models. The practice perspective as described by Boud et al. (2018) proved valuable in my…

In this blog post, I share my analysis of the third artificial intelligence-supported assessment (AI-SA) students completed in the spring of 2024. If you have been following these posts, you will recall that this AI-SA was the last one administered…

Making College “Worth It” – Season 2, Episode 2 This episode explores what AI integration in college assignments can do for student learning. With guests Aaron Trocki, a math professor at Elon university, and Alyssa Collins, who is studying to…

In my prior blog post, I summarized lessons learned from piloting an artificial intelligence-supported assessment (AI-SA) and gathering student feedback. This work was framed by Clark and Talbert’s feedback loop model where I used feedback I gathered from students during…

In previous blog posts, I shared the results of a focus group interview about students’ perceptions of using generative AI in their academics. The focus group interview took place at the end of fall semester 2023 after my students completed an…

In part one of this two-part blog post, I shared some findings from a focus group interview conducted at the end of last semester. In the first part of the focus group interview, students provided their reactions to the Artificial…

My ongoing exploration of how generative AI might be used in assessment practices has revealed some benefits to teaching and learning, some drawbacks, and some tensions. Sharing this exploration through these blog posts and having numerous discussions about higher education…

In December I introduced a framework to support faculty with the complexities of incorporating generative AI into their assessments. One feature of this framework encourages the consideration of separating assessment components into AI-active and AI-inactive sections to better articulate expectations…

In my previous blog post, I introduced a framework developed to assist faculty with incorporating generative AI, such as ChatGPT, in their assessments. I also shared an artificial intelligence-supported assessment (AI-SA) and some of my thinking underlying its structure and…