View in EDS

Navigating the frontier of AI-assisted student assignments: challenges, skills, and solutions.

Saved in:
Bibliographic Details
Title: Navigating the frontier of AI-assisted student assignments: challenges, skills, and solutions.
Authors: Estaphan, Suzanne1 (AUTHOR) Suzanne.estaphan@anu.edu.au, Kramer, David2 (AUTHOR), Witchel, Harry J.3 (AUTHOR)
Source: Advances in Physiology Education. Sep2025, Vol. 49 Issue 3, p633-639. 7p.
Subject Terms: *STUDENT assignments, *CRITICAL thinking, *TEST design, *DIGITAL literacy, *EDUCATION ethics, *INTELLIGENT tutoring systems
Abstract: The rise of artificial intelligence (AI) is transforming educational practices, particularly in assessment. While AI may support the students in idea generation and summarization of source materials, it also introduces challenges related to content validity, academic integrity, and the development of critical thinking skills. Educators need strategies to navigate these complexities and maintain rigorous, ethical assessments that promote higher order cognitive skills. This article provides practical guidance for educators on designing take-home assessments (e.g. research-based assignments) in the AI era. This guidance was developed through a collaborative, consensus-driven process involving a consortium of three educators with diverse academic backgrounds, career stages, and perspectives on AI in education. Members, holding experience in higher education across the United Kingdom, United States of America, Australia, and Middle East and North Africa regions, brought varied insights into AI's role in education. The team engaged in an iterative process of refining recommendations through biweekly virtual meetings and offline discussions. Four key recommendations are presented 1) codeveloping AI literacy among students and educators, 2) designing assessments that prioritize process over output, 3) validating learning through AI-free assessments, and 4) preparing students for AI-enhanced workplaces by developing AI communication skills and promoting human-AI collaboration. These strategies emphasize ethical AI use, personalized feedback, and creativity. By adopting these approaches, educators can balance the benefits and risks of AI in assessments, fostering authentic learning while preparing students for the challenges of an AI-driven world. NEW & NOTEWORTHY: This paper presents a framework to effectively design take-home assessments in the generative artificial intelligence (AI) era with four key recommendations to navigate the challenges and opportunities posed by generative AI. From codeveloping AI literacy to fostering human-AI collaboration, the strategies empower educators to promote authentic learning, critical thinking, and ethical AI use. Adaptable to various contexts, these insights help prepare students for an AI-driven future while maintaining academic rigor and integrity. [ABSTRACT FROM AUTHOR]
Database: Academic Search Index
Description
Abstract:The rise of artificial intelligence (AI) is transforming educational practices, particularly in assessment. While AI may support the students in idea generation and summarization of source materials, it also introduces challenges related to content validity, academic integrity, and the development of critical thinking skills. Educators need strategies to navigate these complexities and maintain rigorous, ethical assessments that promote higher order cognitive skills. This article provides practical guidance for educators on designing take-home assessments (e.g. research-based assignments) in the AI era. This guidance was developed through a collaborative, consensus-driven process involving a consortium of three educators with diverse academic backgrounds, career stages, and perspectives on AI in education. Members, holding experience in higher education across the United Kingdom, United States of America, Australia, and Middle East and North Africa regions, brought varied insights into AI's role in education. The team engaged in an iterative process of refining recommendations through biweekly virtual meetings and offline discussions. Four key recommendations are presented 1) codeveloping AI literacy among students and educators, 2) designing assessments that prioritize process over output, 3) validating learning through AI-free assessments, and 4) preparing students for AI-enhanced workplaces by developing AI communication skills and promoting human-AI collaboration. These strategies emphasize ethical AI use, personalized feedback, and creativity. By adopting these approaches, educators can balance the benefits and risks of AI in assessments, fostering authentic learning while preparing students for the challenges of an AI-driven world. NEW & NOTEWORTHY: This paper presents a framework to effectively design take-home assessments in the generative artificial intelligence (AI) era with four key recommendations to navigate the challenges and opportunities posed by generative AI. From codeveloping AI literacy to fostering human-AI collaboration, the strategies empower educators to promote authentic learning, critical thinking, and ethical AI use. Adaptable to various contexts, these insights help prepare students for an AI-driven future while maintaining academic rigor and integrity. [ABSTRACT FROM AUTHOR]
ISSN:10434046
DOI:10.1152/advan.00253.2024