In the (near) future, it is likely that users will need to pay a fee. This can be done by indicating the purpose for which the AI tool was used, and listing the (successful) prompts that the students used.Īt the moment, most chatbots are still free-of-charge- which makes it a relatively low threshold for students to use this. The use of AI chatbots (and of tools in general) should be acknowledged and properly referenced, to ensure the distinction between the students' original ideas and those provided by AI, and to check whether the student critically checked the output of the (chat)bot (or other tools). “Fraud is taken to mean any act or omission by a student that makes it fully or partially impossible to properly assess the knowledge, insight and skill of that student or another student. The definition of fraud is (source: model R&G, article 7.1): It is currently unknown what the reliability of AI chatbot detectors is. Transparency: In addition, teaching staff may forget to communicate some of their changed expectations to students. Feasibility for teaching staff: Extra assessments (see point c) will also increase the workload for teaching staff.Į. Feasibility for students: Mitigating measures could increase the number of assessments and therefore increase the study load.ĭ. Reliability: If students use AI tools while the teaching staff does not anticipate this, AI tools will increase students' grades.Ĭ. Allowing AI tools to change the assessment criteria (or their weight) but not the learning objectives will diminish the validity.ī. Allowing the use of AI tools while not changing the learning objectives and assessment criteria will diminish validity: the ability to use AI tools will influence the grade, probably even more than the level of mastering the learning objectives without the use of AI tools. This is how the quality assessment requirements might be affected by AI tools: We are assuming that AI tools are used by our students and graduates, especially because these services are currently free of charge. The following assumptions have been used as the basis of the practical guidelines in the how-to section:
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