Revolution, evolution, or regression – the transformation of assessments through times of pandemic and AI

In this paper we will discuss the tensions between, revolution, evolution and regression that are shaping assessment practice in higher education. The two major influences on shaping assessment in higher education in recent years have been: (1) the pandemic that pressurised universities to embrace o...

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Veröffentlicht in:Ubiquity Proceedings 2024-08, p.4-4
Hauptverfasser: Hatzipanagos, Stylianos, Amrane-Cooper, Linda, Tait, Alan
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Sprache:eng
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Zusammenfassung:In this paper we will discuss the tensions between, revolution, evolution and regression that are shaping assessment practice in higher education. The two major influences on shaping assessment in higher education in recent years have been: (1) the pandemic that pressurised universities to embrace online practice, sometimes temporarily. When the post pandemic pushback restored ‘tried and tested’ face to face practices in exam centres and traditional assessment spaces (e.g. labs), it revealed the potential for adopting online tools and practices and the value of enhancing digital competences for staff and students; and (2) Artificial Intelligence (AI) as a disruptor, which since the autumn of 2022 continues to influence approaches and attitudes to assessment. Institutional concerns for impact on reputation and the focus on integrity and student conduct is shaping the assessment landscape as are the technological and pedagogical opportunities and risks presented by proctoring software and generative AI. We claim that elements of revolution, evolution and regression can be traced in the developing landscape of assessment redesign and technology mediated assessment. The paper will synthesise the outcomes of two projects, at the Centre for Online and Distance Education, University of London: (a) the longitudinal evaluation of assessment practises between 2020 and 2023 and (b) a project that looked at perceptions of academic integrity in the current climate of AI threats and opportunities.
ISSN:2631-5602
2631-5602
DOI:10.5334/uproc.126