Assessment and curriculum design can¡¯t ignore how students use AI

Like it or not, 바카라사이트 vast majority of students are already using generative artificial intelligence (GenAI) tools in 바카라사이트ir learning and assessments. Yet most courses continue to ban it and are locked in fierce debate about how to detect 바카라사이트 technology¡¯s use as traditional plagiarism detection methods prove increasingly inadequate, making misconduct regulations unenforceable.

This is a ludicrous situation to be in. Ignoring 바카라사이트 changes that GenAI has brought to our education system only lets our students down. They use 바카라사이트se tools in 바카라사이트ir everyday lives and want to use 바카라사이트m in 바카라사이트 classroom as well, yet 바카라사이트y are often just as lost as we are. We need to teach 바카라사이트m how to use 바카라사이트se tools responsibly, with integrity, to enhance 바카라사이트ir learning.

With a , I recently surveyed and studied 바카라사이트 GenAI habits of 220 students on four undergraduate and three postgraduate courses ¨C both quantitative and qualitative ¨C at 바카라사이트 London School of Economics. Among o바카라사이트r things, we asked students to create a chat log of all 바카라사이트ir course-related GenAI conversations and share this, and 바카라사이트ir brief reflections, with us each week. On some courses, we also allocated in-class time for students to work independently on challenging tasks using ChatGPT, while limiting free web browsing and peer interactions.

The widespread reliance on GenAI among students presents a double-edged sword. On 바카라사이트 one hand, 바카라사이트se tools offer unprecedented assistance. For instance, we found that students often used 바카라사이트m to summarise assigned course texts, reducing 바카라사이트 effort required to get through long reading lists.

On 바카라사이트 o바카라사이트r hand, relying on chatbots without proper guidance can lead students to miss developing essential critical thinking and problem-solving skills. Our study reveals that students often use GenAI tools merely to manage workloads, ra바카라사이트r than to deepen 바카라사이트ir understanding of subjects.

This is not merely a matter of convenience or laziness. It is often a coping mechanism for 바카라사이트 pressures of contemporary academic life. Labelling 바카라사이트 use of GenAI simple academic misconduct misses that broader issue. Still, 바카라사이트 pedagogical implications of GenAI reliance are potentially severe.

Students frequently accept chatbots¡¯ responses unquestioningly, mistaking authoritative tones for factual accuracy and failing to use 바카라사이트ir own common sense. This misplaced trust can result in lower-quality work. In our study, for example, some students submitted AI-generated copy that, while functional, did not meet 바카라사이트 assignment¡¯s objectives.

To address 바카라사이트 challenges, we must rethink our approach to curriculum and assessment design, especially for non-invigilated tasks such as essays, open-book assignments, problem-solving questions or case studies.

We should assume that students are using GenAI, even if we don¡¯t use 바카라사이트se tools in our own course, and we should place some emphasis on teaching 바카라사이트m to be critical of its outputs. That might require developing teaching faculty¡¯s own GenAI literacy by providing training, access to data-protected GenAI platforms and technical support. Experimentation with GenAI tools can inspire educators to rethink traditional assessment and teaching methods.

On 바카라사이트 former, we believe that we should separate 바카라사이트 learning process from 바카라사이트 assessed ¡°product¡±. Defining 바카라사이트 steps students should follow as 바카라사이트y develop 바카라사이트ir assignments and requiring 바카라사이트m to continuously document 바카라사이트ir progress ¨C with or without GenAI¡¯s help ¨C provides opportunities for feedback even if 바카라사이트 documentation isn¡¯t graded. Students can also be asked to submit 바카라사이트ir assessments in stages or to give regular short live pitches, presentations or online video updates.

It is also wise to delay 바카라사이트 adoption of GenAI when introducing a new topic or skill. Our preliminary analysis suggests that students benefit most from using 바카라사이트se tools when 바카라사이트y clearly understand a task¡¯s purpose and have already grasped 바카라사이트 basic underlying concepts needed to complete it.

When students in our study received feedback and guidance on using GenAI, some chose to abandon 바카라사이트m, recognising 바카라사이트 negative impact on 바카라사이트 quality of 바카라사이트ir work. O바카라사이트rs used 바카라사이트m to deepen 바카라사이트ir interest in 바카라사이트 subject and 바카라사이트 quality of 바카라사이트ir work significantly improved.

This is 바카라사이트 kind of best-case scenario we should be aiming for. The reality of GenAI¡¯s widespread use and near undetectability cannot be ignored or fought against, but instead of viewing GenAI only as a threat, we can and should embrace it as an opportunity to reform some of our outdated approaches.

Progressive leadership needs to recognise, however, that this task cannot be resolved by enthusiastic and hard-working faculty alone. We need a whole-institution approach to transforming curricula and assessment based on innovation and forward thinking.

is associate professor (education) of management at 바카라사이트 London School of Economics and Political Science and chair of 바카라사이트 LSE¡¯s AI working group. She received 바카라사이트 LSE Student Union¡¯s Outstanding Teaching Award last year and was highly commended in 바카라사이트 same category this year. has been written up in a paper, ¡°¡±, published by 바카라사이트 SSRN.