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What are the institutional standards for using AI? If we’re not there yet, what are the plans to set these standards? How will a representative committee be composed?

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Student Essays and Forum posts are being generated by AI. Online quizzes can also now be taken by AI Bots in Canvas.

Now all that work can be auto graded by AI using an App (like the open source App at Stanford).

Should I just buy a sail boat now and set up an AI App to grade student work that was generated by a different AI app? Seriously are we all just coders now?

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When I grade papers, I am figuring out how well each student learned what I intended to teach, but that is only one part of it. 

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When I grade papers, I am figuring out how well each student learned what I intended to teach, but that is only one part of it. 

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I am also assessing the effectiveness of my own teaching, and gathering information that guides future planning. A good AI assessment tool has to do that as well. And the kind of information I get from grading isn’t always predictable—for example, I may notice that students have a consistent misconception about the content of assigned reading that I would not have predicted or imagined. So far I’m not convinced that AI is that good yet.

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How will automating grading impact class sizes? How will Peralta ensure AI is not indirectly and directly contributing to Technostress and job instability?

With the chronic push and pull of packing classes to cut corners. I worry this will devalue the other work educators do in the classroom beyond grading. Normalizing 50+ students per 1 instructor as well as increasing job instability for instructors (e.g. reducing available class sections). And ultimately, sacrificing the intimacy/mentorship students receive from healthy class sizes. Something I anticipate will dramatically impact enrollment, dropouts, and the overall the community college experience.

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You said, “They’ve had some success,” which implies there has been some failures. How do they safeguard the failures don’t affect students?

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The Stanford AI being successful…what does that mean? Was the AI grading compared to grading by the instructor and was it similar? If it differed, in what way?

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The Stanford AI being successful…what does that mean? Was the AI grading compared to grading by the instructor and was it similar? If it differed, in what way?

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Could AI be helpful in preventing the spread of misinformation leading to events like the recent riots in England based on false information accusing a recent muslim male immigrant for an attack that was committed by a white woman?

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What are the best practices for a campus to develop college-wide AI policies to support pedagogical innovation that supports students digital literacy while framing ethical practices?

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Students need more communication from professors on how to appropriately use AI in their courses. How can we move away from assuming students are cheating if they use AI in coursework?

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Why would we use such a poor product in our grading?

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Why would we use such a poor product in our grading?

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Will college level instructors be reduced?

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Will college level instructors be reduced?

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If AI can grade assignments and present ideas, will instructor positions get cut.

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This article from WaPo has an option to search careers and get insight on the probability of AI replacing that job or reducing its numbers in the future. Very interesting food for thought 

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This article from WaPo has an option to search careers and get insight on the probability of AI replacing that job or reducing its numbers in the future. Very interesting food for thought 

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https://www.washingtonpost.com/opinions/interactive/2023/ai-artificial-intelligence-jobs-impact-research/

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What are some of the issues outside of the classroom that affect workers, the environment and intellectual property when using AI?  And what are some ideas to have students consider this when using AI?  I’m referring to digital sweatshops, the water needed to cool machines and the disregard for intellectual property? 

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What are some of the issues outside of the classroom that affect workers, the environment and intellectual property when using AI?  And what are some ideas to have students consider this when using AI?  I’m referring to digital sweatshops, the water needed to cool machines and the disregard for intellectual property? 

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Grading isn’t very fun, true. BUT… I find that through looking carefully at all my students’ work, I get a deeper sense of their misconceptions. This is helpful to me! It helps me help them.

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Question: These discussions often focus solely on AI and instruction/curriculum. How are institutions of higher ed using AI in student services efforts?

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Question: These discussions often focus solely on AI and instruction/curriculum. How are institutions of higher ed using AI in student services efforts?

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How might we ethically and equitably teach and learn with and about AI? 

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How might we ethically and equitably teach and learn with and about AI? 

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The AI Assessment Scale has already been adapted in many different contexts, both K-12 and higher education, and it's been incredibly positive to see the impact that it has had in education across the world in the few months since its publication.

In this post, I'm going to give some examples of how it's being used across the world. If you have your own examples, I'd be happy to share them! Please use the contact form at the end of the post, or send me a DM on LinkedIn

Here are some links to the original AIAS and associated resources:

You can access a free ebook on the AIAS with over 50 activities for the 5 levels by signing up for the mailing list here:

Examples of the AIAS in Action

Vera Cubero has been developing and promoting her adaptations of the AI Assessment Scale across the US, beginning with the initial version (left) and now extending into the "0-infinity" scale (right). Both versions of the scale have been released under a CC BY NC SA license for sharing and adaptation.

In Higher Education, Lucas Wright provided this version which focuses on clear statements and adds "AI as a study tool" to the levels.

Jessica Barker and Kimberley Pace Becker also offered this variation on the original AIAS shared in our first preprint, in 2023, aligning it with Bloom's taxonomy and their writing assignments:

Isabelle Bertolotti contacted me with these detailed examples which translate the AIAS into French (for a French-Canadian audience) and align the original scale with ethical standards:

Jeremie Rostan added competencies to the original Scale, ranging from informal to meaningful use of the technology and incorporating critique and evaluation.

And just as I was writing this post, Nneka J. McGee shared this AIAS inspired AI Creative Framework Indicator, which provides an easy way to acknowledge AI use in a fashion similar to the Creative Commons acronyms (e.g., ACFI: NA for "No AI"):

Pete Dunford has added the AIAS to his free collection of resources for students including a new symbol system to help students understand the different levels aligned with his prompt examples:

In Spain, Vicent Gadea Mira has translated the AIAS and has been discussing it recently at educational seminars.

Here's what he has to say about it:

La implementación de herramientas como la AIAS y la elaboración de marcos de uso de la IA en las instituciones educativas es fundamental para garantizar un uso responsable y adecuado de esta tecnología, promoviendo la integridad académica y el desarrollo de habilidades críticas.
The implementation of tools such as the AIAS and the development of frameworks for the use of AI in educational institutions is essential to ensure a responsible and appropriate use of this technology, promoting academic integrity and the development of critical skills. (Automatically translated in LinkedIn.)

Flinders University in Australia offers this variation, which includes notes on how assessors assess learning, and how students demonstrate learning:

Erik Devlies offered one of the earliest translations of the AIAS with this Dutch version, and the accompanying website explaining the rationale behind the Scale:

Inspired by both the original AIAS and Erik Devlies translation, Bas Heerink also offers this Dutch translation, with an accompanying graphic and explainers (available on a different website):

Beyond these examples, we have heard from academics and educators across the world about how they're using the AIAS. Anna May Drake at the International School of Panama has been building units around the levels of the scale. Laura Dumin shared that she adds "situational" to the options to make the scale more flexible, and Paul McAfee, admin of the Facebook Assignments and Assessments int he Age of AI group, will be using the scale fro an entrepreneurial course in Singapore.

Dr Mike Perkins, lead author of our first paper The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment, is also currently travelling the world and hearing about various uses of the AIAS, including in London high schools and at the University of Wales Trinity St David.

I work with hundreds of schools and universities in Australia and across the world, and many of the schools I work with are now creating adaptations of the AIAS for their own contexts. Beaconhills College, The Knox School, and Tintern Grammar in Melbourne have all worked on their own versions, as have Hills Grammar in NSW and St. Joseph's in Mildura. As these K-12 versions develop and take on the character of their schools, I'll be sharing more about the adaptations.
If you have used the AIAS, adapted it to your context, or have any questions we would love to hear from you. Please get in touch using the form below or via LinkedIn:

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The AI Assessment Scale in Action: Examples from K-12 and Higher Education Across the World

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The AI Assessment Scale has already been adapted in many different contexts, both K-12 and higher education, and it's been incredibly positive to see the impact that it has had in education across the world in the few months since its publication. In this post, I'm going to give some examples of how it's being...