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| This edition’s read of the week is a pairing for your reading pleasure: 2 essays that work together well to underline the importance of rethinking our learning goals and what exactly we are assessing in our students work in our AI era–their ability to produce an output, their ability to think through, understand, and explain what they have produced, or a bit of both.
Xinyao Yi writes, “AI is forcing us to confront an uncomfortable question: Have we been assessing learning or just output? “If we take that question seriously, AI becomes less of a threat and more of a catalyst. It pushes us to design courses that make thinking visible, that reward reasoning over reproduction and that treat understanding as something that must be demonstrated, not assumed.” In her essay, “The Value of Structured Think-Aloud Methodologies in the Age of AI,” Rachel Ebner proposes a “think-aboud” method that addresses Yi’s question. She concludes: “By asking students to think aloud in a structured way that requires them to remember their learning goals, evaluate the effectiveness of their online actions, and critically evaluate AI generated content, educators can more accurately assess students’ development of higher order skills.” |