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Example: Short essay analyzing a case study in Business Law.

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Example: Students could use AI to draft the essay, which raises concerns about originality, but AI could also help them brainstorm case examples

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Example: Have students use AI to generate an initial outline, then submit a reflection explaining how they revised and expanded it. The final product must include their reasoning and references.

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Apply legal concepts to business scenarios.

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Historical Roleplay Debate (Summative Assessment) - O'Connell

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Historical Roleplay Debate (Summative Assessment) - O'Connell

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Students are assigned a historical figure or perspective (e.g., Hamilton, Jefferson, enslaved person, frontier settler) from Chapters 6–8 of The American Yawp. They research and then participate in a structured classroom debate or simulated town hall on the Constitution’s ratification, federalism, or expansion. They submit a short reflection paper afterward.

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AI tools (like ChatGPT or Claude) could generate the entire speech or paper, especially if the prompt is general (“Write from the perspective of Thomas Jefferson”). Students may skip historical reasoning and source analysis, undermining both content understanding and communication skill-building. There's also a risk of historical inaccuracies if AI output is used uncritically.

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“Apply historical analysis to major events and debates in early American political development.”
This assessment measures students’ ability to interpret historical arguments, situate them in context, and communicate them clearly—skills aligned to both critical thinking and civic literacy.

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AI tools could be used to model the format of a persuasive speech or help students brainstorm counterarguments — especially valuable for underconfident writers. With instructor guidance, students can use AI to generate outlines, identify logical fallacies, or explore how different voices frame the same issue — all aligned to historical interpretation and civic literacy outcomes

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To ensure authenticity, I could require students to:

Cite specific passages from The American Yawp (Chapter 7–8) or primary sources from the Reader

Present their argument live or in a recorded format

Include a meta-reflection: “If you used AI to help generate ideas, describe how you revised, fact-checked, and personalized the content.”
This scaffolds ethical AI use while reinforcing research and civic reasoning.

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The Business of Barbering lesson.

Create a layout of the barbershop that you would like to open in detail.

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Students could use AI to create the layout. This would cause the layout to not be original and creative. It also may not have all the things their shop will need, so therefore they can add to it as needed.

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Have the students draw on paper their layout. They could use AI for examples and print out a version they like. Then they would draw their own version of that with changes that they would want to make.

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The barbers are designing their own version of the shop that will suit their needs. This will also give it an originality that reflects on their skills and style.

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Demonstrate reporting and documentation of patient data.

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Potential challenges are reliance on AI for data interpretation or documentation, reducing authentic hands-on skill development.

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The final assessment requires students to measure and document data themselves in a clinical setting or simulation with an instructor observing for accuracy and safety.

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Knowledge and skill domains which include accurate measurement of intake, output, vitals, weight, height. Be able to recognize normal vs. abnormal parameters. Be able to document charting standards.

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Create a job description for HR Mangement

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It could affect this positively because many HR generalists are using AI to create their "rough draft" or template for a job description then interacting with AI to improve them. It would be a good place to teach students the basics and foundations of what needs to be in a description then teach them to properly interact with AI to generate a finished product.

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I would have the students submit their AI interactions along with the assignment

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Plan jobs for an organization.

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Rearrange formulas to solve for a particular variable.

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Students could use AI to solve the equation for the particular variable. This would affect the assessment negatively, since they would not be learning the mathematical concepts.

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Students could be required to show the steps they took to arrive at the answer. Students could also be asked to describe those steps in complete sentences.

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Use formulas to solve problems.

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The following are 5-10 short non-fiction excerpts. Provide a definition of fact, opinion and propaganda from a respected source (Merriam-Webster or Oxford) then identify the excerpts based on those definitions.

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AI Impact on Fact, Opinion and Propaganda Identification

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AI Impact on Fact, Opinion and Propaganda Identification

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AI could make it far easier to find additional excerpts to test the activity. For instance, a student could instruct AI to "compile a list comparing fact and opinion about the weather." This efficiency and computing power could save time and enhance their understanding.

On the other hand, AI could make it dangerously easy for the student to "outsource" the work to the program and regurgitate answers without understanding them.

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I could vary the excerpts used so that students can't get used to the assignment and AI doesn't keep getting the same examples. Adding or enhancing the justification/explanation section with questions like "Why is (x) an example of fact, opinion or propaganda?" "Why isn't it (y)?" involve a higher level of understanding that is more difficult for a computer to replicate. For the most advanced students, I could ask them to create their own fictional characters and give examples of their own facts, opinions and propaganda.

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Example: learn/label cranial bones/features.

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Students may utilize AI to create tools that best suit their learning styles to help them learn cranial anatomy (ex: flash cards, anatomical simulator, games, etc).

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I would have students submit the study tool they created with AI along with their own completed diagrams.

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Using step-by-step process to solve basic equations.

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AI tools might impact the full understanding of the student. Currently our Clevertouch board will allow equations to be entered, with the solution just one click away.

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Teaching the process to others is a great way to reinforce understanding. It also emphasizes communication soft skills.

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The competency of solving basic equations is assessed through the demonstrational action of teaching.

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Incorporate a digital input into a microcontroller project.

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Digital I/O formative assessment -

This assessment is a lab procedure that requires the student to utilize the provided example code for configuring an Arduino UNO microcontroller to cascade a  series of LED lights in a circuit that they construct.

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AI is a tool that can absolutely torpedo OOP and script type programming classes. In my instance though the class is not centrally focused on learning C++ but more so on understanding/experimenting with basic electrical components and building logic.

In my class AI is something I already introduce later in the term. It is like having a silicon valley master's level coder in your pocket. I don't shy from it but instead invite it so that students can focus on hardware and project design as opposed to getting pulled into the weeds into coding languages they don't know much of anything about. Using AI they are able to elevate the ambition of their projects and in doing so I often see greater interest and larger goals set out by students. The extra challenge of this causes them to invest quite a bit more in the big picture and out of this I find students broadening their view of the larger systems they work on at their jobs.

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I have already started to make this adjustment but I simply expect larger projects with more complex use of program commands and functions. AI gives us the ability to vasty improve our output and this is exactly how the assessment(s) for the class has grown in its base requirements. If we look at how AI can/is used in professional environments we have the template for measuring our students effectiveness at utilizing it in classes where they aren't specifically building foundational knowledge.

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Cirves Example: analyzing a technique used in an artwork.

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Cirves Example: analyzing a technique used in an artwork.

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Cirves: The student could use AI as a tool to find artworks that use the technique.  This could be a positive.  A negative would be that the student uses AI to analyze the technique of a specific painting without looking at it themselves.

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Cirves: The student could use AI as a tool to find artworks that use the technique.  This could be a positive.  A negative would be that the student uses AI to analyze the technique of a specific painting without looking at it themselves.

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I could show 3 pieces of artwork and have the students write notes on post its and post them by the painting.  It could be done in groups and students pointing out techniques discussing them together.

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I could show 3 pieces of artwork and have the students write notes on post its and post them by the painting.  It could be done in groups and students pointing out techniques discussing them together.

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Cirves: 8.5. you summarize the printing techniques of etching and lithography.

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Cirves: 8.5. you summarize the printing techniques of etching and lithography.

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My formative assessment is Lab 14: Clustering and High Availability, where students follow guided steps to create a three-node Proxmox cluster, join the nodes, and configure replication and high-availability features in our NetLab environment.

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Positively: AI can generate the command-line interface (CLI) commands or explain complex terms like "quorum" instantly, which helps students quickly scaffold their learning and focus on implementation.

Negatively: A student could ask AI to generate the step-by-step instructions for the entire lab and simply copy-paste the configuration, which bypasses the critical thinking and problem-solving aspect of the assignment.

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I would change the lab from a guided instruction activity to an unguided troubleshooting scenario later in the course. Instead of providing the instructions, I would give students a cluster that is broken in one specific way and require them to use their skills to diagnose and repair the issue to prove competency.

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This assessment is evaluating the course competency: Create and manage Proxmox VE clusters with high availability and replication features. The adjustment would ensure it measures the high-level management and troubleshooting skills.

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Competency: Differentiating through different kinds of content 

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Competency: Differentiating through different kinds of content 

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This skill helps students tell the difference between facts, opinions and propaganda. All three varieties are found on the RLA GED test.

(My apologies for the lateness- I thought I had posted this already in another column)