Jan - FE AI and assessment working group by Paddy Shepperd

Focus on assessment of higher-order thinking skills like problem-solving and critical analysis, rather than just testing recall.

paddyshepperd2 — 2025-02-03 16:24:00 UTC

Make sure learners know whether they can use AI, and if so, how and to what extent.

paddyshepperd2 — 2025-02-03 16:24:40 UTC

Design assessments that require personal reflection, real-world applications, or practical demonstrations that AI cannot easily replicate.

paddyshepperd2 — 2025-02-03 16:26:02 UTC

For summative assessment, if allowed by awarding body, ask students to submit drafts, planning stages, or explanations of their thought process to demonstrate their learning journey.

paddyshepperd2 — 2025-02-03 16:26:56 UTC

Educate students on responsible AI use, reinforcing that AI should support learning rather than replace original thought.

paddyshepperd2 — 2025-02-03 16:27:30 UTC

Ask students to explain how they arrived at their answers, providing reasoning or citations where applicable.

paddyshepperd2 — 2025-02-03 16:28:25 UTC

Combine written responses with oral explanations, practical demonstrations, or follow-up discussions to verify understanding.

paddyshepperd2 — 2025-02-03 16:28:41 UTC

Be cautious when using AI-detection software, as it may not always be accurate, cross-check flagged responses before making judgments and include an opportunity for learners to appeal. If AI misuse is suspected, engage students in a discussion before taking disciplinary action, ensuring fair and evidence-based decisions.

paddyshepperd2 — 2025-02-03 16:30:48 UTC

Consider live Q&A components, group work, or problem-solving tasks that require real-time engagement.

paddyshepperd2 — 2025-02-03 16:31:25 UTC

Compare assessment responses with previous assignments or in-class work to identify sudden changes in writing style, depth of knowledge, or critical thinking.

paddyshepperd2 — 2025-02-03 16:33:09 UTC

If AI tools were allowed, review how students used them and whether they cited or acknowledged AI assistance appropriately.

paddyshepperd2 — 2025-02-03 16:33:31 UTC

Reflect on assessment outcomes to refine your approach, making tasks more authentic and personalised.

paddyshepperd2 — 2025-02-03 16:34:38 UTC

Give constructive feedback that encourages students to improve their skills rather than simply identifying AI use. Focus on critical thinking and originality.

paddyshepperd2 — 2025-02-03 16:34:58 UTC

Tips before assessment

dweatherup — 2025-02-11 16:55:48 UTC

Confirm with your Awarding Body on their AI usage expectations/limitations if you wish to amend assessment strategy/briefs to accommodate AI use

Free Write Control Piece

philippaarmstrong1 — 2025-02-25 09:51:24 UTC

Consider asking students to complete a level/subject appropriate free write task (at the start of the academic year) with no internet access which could be used as a 'control' piece to compare work against if necessary.

Why might students be using AI to complete assessments?

philippaarmstrong1 — 2025-02-25 09:54:21 UTC

It's important to understand why students might turn to AI for completing assessments:

Feeling overwhelmed: Students may feel lost in the course material or overwhelmed by the workload across multiple subjects.
Time management challenges: Balancing academic, personal, and work commitments can lead to seeking quick solutions.
Lack of confidence: Some students may doubt their abilities to produce high-quality work independently.
Misunderstanding AI's role: Students might not fully grasp how to use AI as a supportive tool rather than a replacement for their own work.
Pressure to perform: High-stakes assessments can create anxiety, leading to perceived "shortcuts."

philippaarmstrong1 — 2025-02-25 10:14:15 UTC

https://teaching-resources.delta.ncsu.edu/designing-assignments-with-ai-in-mind/#:~:text=BACK%20TO%20TOP-,Designing%20Assignments%20to%20Limit%20AI%20Usage,BACK%20TO%20TOP,-DELTA%20Teaching%20Resources

Videoed demos, professional discussions and problem solving scenarios

2025-02-25 16:04:01 UTC

I used to teach L3 Award in education and training and had 3 points of assessment. When I took it over, all were assignments.

Roles and responsibilities of a teacher, 2. Understanding inclusive assessments and 3. Planning and delivering inclusive practice- 15 minutes microteach and reflection.
Lots of generic explanations and not enough application of knowledge in them and of course plagiarism from Google on most of them. So, I changed the second assessment into a quiz and a professional discussion- video recorded. The same for their microteach, and the reflection which were recorded. The Awarding body and external verifiers loved it. And there was no room for plagiarism and cheating apart from the first assessment as they needed a lengthy sample of their writing to prove academic abilities. Changing the face of assessment needs to happen! Application of knowledge in problem solving scenarios. I am looking into using Escape rooms format for ESOL classrooms at the moment.

Assessment Planning

2025-02-26 14:10:37 UTC

Is the assessment method fit for purpose. Does it develop the skills of the learners and prepare them for next steps as well as as measure achievement and mastery?

Does it require the use of AI or do you want it to negate the use of AI

Referencing Skills

2025-02-26 14:12:24 UTC

Are referencing skills checked and developed. If learners use AI screen shot before and after.

Learners that use Grammarly - this has a function that allows you to see previous versions.

Reflection

2025-02-26 14:47:33 UTC

Reflect on the assessment:

How it went?

Did learners use AI?

Did the methods work?

Do I need to change it?

Assessment workshops; if permitted by awarding bodies

2025-02-28 13:58:32 UTC

Checking in with the learners during assessment workshops to positively review and challenge some students work, looking for use of AI and positively suggest how they can use it appropriately and reference it, but reinforcing that blind copying and pasting is not acceptable (depending on AI use level)