Generative AI in Assessment: Towards Understanding the Student View
DOI:
https://doi.org/10.21100/msor.v23i1.1515Keywords:
Generative AI, Assessment, Higher EducationAbstract
This case study reports on an intervention that took place within a second-year mathematics module at a higher education institution in the United Kingdom. Prior to completing an essay, students were supported to understand potential benefits and risks of using Generative AI to aid their process. Students were allowed unpenalised use of Generative AI to complete this assessment. They were interviewed to gain an understanding of how they used this technology, and their perceptions of it. A small sample (n=3) allowed for in-depth exploration. All participating students reported using Generative AI in ways which developed their critical awareness of the technology, and the authors believe that the overall value of the assessment to students was enhanced. The case study ends with recommendations for integrating Generative AI into assessment, and directions for further study in this rapidly developing field.
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