In Case You Missed It: Authentic Assessment in the Age of AI
By Katie Walden and Brian Mulholland
On November 10, faculty organized a workshop aimed at assisting instructors in rethinking their authentic assessment and grading goals in light of AI advancements. This event was a joint effort between faculty from the College of Arts and Letters, College of Science, ND Learning, and the Kaneb Center for Teaching Excellence.
For those who were unable to attend, here are the key takeaways from the panel.
#1: Grades and grading don’t have to be terrible!
We can move in the direction of approaches that offer greater flexibility and empathy for instructors and students and effectively accomplish course learning goals.
#2: Rethinking the relationship of grades, assessment, and feedback can help us have more productive interactions with our students (on micro and macro levels).
Often, grades and grading become the all-encompassing umbrella for accountability, evidence of learning, mechanisms for feedback, and so much else. Distinguishing these different aspects of the learning process helps us demystify and decenter grades in ways that empower students and create opportunities for metacognition and self-evaluation.
#3: You don’t have to reinvent the wheel!
Colleagues across the University, in a wide range of instructional contexts, are implementing alternative approaches to grading and assessment. Learning more about different grading and assessment models, as well as how folks are thinking about and implementing these approaches, helps us think in more flexible ways about concrete next steps.
Resources:
- Panel Presentation Google Slide Deck
- Google Drive Folder with Sample Instructional Materials
- Panel Presentation Recording (NetID required, 1 hr., 15 min.)
Related:
- See the Launch Post on the “Teaching in the Age of AI” series for links to register for future events.
- Check out our resource on Teaching in the Age of AI.