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One of my main concerns is about fairness and equity. We are asked to evaluate students based on their work and knowledge of a subject and if instead a student can suibcontract to an AI to do his/her work, then it is hard to measure that student contribution to the end product and that student migh have an unfair advantage in relation to his/her peers

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Relevance of different types of assessment for different student skills - when/where/why to use different types 

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Relevance of different types of assessment for different student skills - when/where/why to use different types 

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We recruit economists using an economic assessment centre. Our objective is for assessment to be objective and fair. If some candidates use AI and others don't, we lose that

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Is this possible? reliable? fair?

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Approaches taken by others to either integrate AI into assessment (ie candidates can use it) or protecting against its use

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others to share experiences with

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Several people are talking in CTaLE Communities of Practice on Gen AI. You can find out more here.

Would love to see those responsible for academic integrity also talking at ground level across institutions, not just those designing assessments and senior management.

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Better Together has underpinned CTaLE's work since we were founded in 2015. Over the years we have valued being able to work closely as members and increasingly with a growing group of CTaLE Associates, Advisory Board Members, colleagues in the Economics Network, the RES and the EEA, and our wider 'Friends of CTaLE'. We are very conscious, and often hear, that not everyone is as fortunate as us. Many working in #teachecon around the world struggle to find people to undertake economics education research with, share thoughts on how to improve economics education in practice and more generally support each other through a rollercoaster journey of a career.

After some thought, and many discussions, we are excited to launch our Communities of Practice initiative as one step towards filling the gap. The idea is to provide a (loose) mechanism for people to group together under themed research areas, with a volunteer coordinator, and to then find a best way of working for themselves. We hope that these Communities will share their output through a wide range of opportunities including but not limited to CTaLE seminars, blogs and working papers. We hope by focusing on our online global presence and our interest in practical research in economics education we can complement the many other exciting initiatives that happen through conferences, training, mentoring and other seminars in different regions.

Join our Discussion Board

Our Ed Discussion Board is for economics educators to informally interact on common teaching and research themes. It can also be used to discuss recent events such as our EconTEAching seminar series or annual event TeachECONference, and of course to share best practice and new ideas.

To join, please send an email to us using your institutional email address and we will send you the joining link to the board.

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Better Together has underpinned CTaLE's work since we were founded in 2015. Over the years we have valued being able to work closely as members and increasingly with a growing group of CTaLE Associates, Advisory Board Members, colleagues in the Economics Network, the RES and the EEA, and our wider 'Friends of CTaLE'.

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I have concerns regarding potential for cheating, naturally. However, also concerns regarding equality e.g. some students able to pay for 'better'/more advanced AI, whilst others are not able to

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I hope to be able to harness AI into my assessments (although I'm not sure how just yet!)

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Brainstorming ideas with other people. Hearing from others what has and hasn't worked.

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Types of online assessment in the AI word, specially given how good and effective at answering AI technology is getting, is there any? Or do you we have to move to face to face or oral assessment?

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To work out how best to embed it

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Does not become a gimmick but also not seen as a threat

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In general, principles for designing these well

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How best to guide students on effective use of GenAI, with an eye on it as an Employability Skill

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How are they using and what do they want students to be trained on - specifics of tool or wider skills. When we asked in the past about programming the reply was the language does not matter but the ability to use it well and adapt was key. Is this the same?

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Not to take away people's creativity.