In recent times, artificial intelligence (AI) has been at the frontier of both industry and academia. The rapid and profound permeation of generative AI technology into all aspects of modern society also changes the landscape of higher education and thus leads to a compelling call to harness the power of AI for transforming higher education. One of the most significant areas of opportunity offered by generative-AI, is in the assessment of learning. While there are robust discussions and ongoing projects on the use and impact of AI as valuable tools to improve learning, there needs to be parallel discussions on the methods used to assess teaching and learning in this context. A goal of assessment is to foster learning especially essential for success beyond the classroom, and this can only be possible with well-designed assessments that have the potential for determining whether students have learned the content. As noted by Zwieki et al. (2022) traditional assessments remain persistent in education even when they can often be discrete, uniform, isolated, and antiquated. Traditional assessments, typically multiple choice, short answer or both, are inadequate in providing information about a student's reasoning and conceptual understanding thus are limited in measuring the sophisticated knowledge and skills students need for 21st century careers. The rise of generative-AI in education therefore calls for a fundamental re-evaluation of assessment practices. It is important that assessment is seen in light of the tools used in the classroom. By harnessing generative AI, educators can design assessments that have the potential to support inquiry-based learning and foster creativity, all essential for the development of a deeper conceptual understanding of content.
As the use of generative AI becomes ubiquitous, this book Re-assessing Assessments in the Age of Generative AI contributes to the effort to bring generative AI to the forefront of assessing students’ learning. The book explores how the use of generative AI tools and applications (e.g.,ChatGPT, Gemini, Bing AI, Pi, Llama, DALL-E, Midjourney, etc.) can transform and revolutionize assessment practices. The book is devoted to exploring the use of AI in assessments to measure knowledge, skills and students’ abilities in order to prepare them for careers in the 21st century.
The content within this publication covers such topics as, generative AI-enabled tools and applications for the effective assessment of learning, strategies and models of generative AI-based assessments, design and modifications of assessment items in the context of AI-learning, Formative and summative assessments, research and pedagogies with respect to assessments in the context of generative AI, generative AI and assessments for learners with disabilities, AI-enabled assessments in face to face, online and blended learning environments, promising areas and directions for future innovations in generative AI-based assessments among others.
This book is a valuable resource for, faculty interested in generative AI -its assessment and research applications in the classroom, pre- and in-service teachers, higher education administrators and staff, policy makers, information technology support specialists, graduate students interested in using generative AI for learning, publishing companies, tests and assessments developers, educational services agencies and organizations, and the general public