This question, posed during a recent session on AI and assessment, really resonated with me. The rising attention (or, should we say, hysteria?) surrounding AI has prompted me to reflect on what I expect my students to learn and how I choose to assess that learning. While I’m still grappling with a definitive answer, two insightful articles this week prodded me to reconsider my teaching approach as we enter this new era of AI.
Instead of Policing Students, We Need to Abolish Cheating
Jordan Alexander Stein’s article argues that instead of focusing solely on the tool, we need a deeper introspection: understanding why students resort to cheating. The best response to ChatGPT is to pay more attention to why students cheat in the first place. He posits three main reasons beyond malfeasance – students are crunched for time, underprepared, or psychologically or emotionally strained. Addressing these challenges, he contends, shifts our emphasis from mere surveillance to nurturing a compassionate academic environment.
In Praise of Open-Note Exams
On a similar note, Carol Holstead’s “In Praise of Open-Note Exams” caught my attention. She presents a compelling argument that conventional timed tests might inadvertently favor those with good memorization skills. Instead, Holstead suggests we allow students access to their notes during tests.
One of my worst experiences as a student was an open note test in a statistics course. This was because I didn’t prepare. Holstead offers strategies to aid students in honing their note-taking, organizing, and reviewing skills. She argues that the process of combining, editing, and reorganizing information is an invaluable skill set, setting students up for real-world success. |
