Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers' assessment practices

AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers' assessment practices, exploring teachers' perceptions about...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:Assessment and evaluation in higher education Ročník 49; číslo 3; s. 363 - 375
Hlavní autoři: Farazouli, Alexandra, Cerratto-Pargman, Teresa, Bolander-Laksov, Klara, McGrath, Cormac
Médium: Journal Article
Jazyk:angličtina
Vydáno: Abingdon Routledge 02.04.2024
Taylor & Francis Ltd
Témata:
AI-chatbots
assessment
Behavior Theories
Chatbots
Educational Practices
Focus Groups
Higher education
home examination
Human-computer interaction
Interviews
Mediation
Mediation Theory
Phenomenology
Semi Structured Interviews
Social sciences
Teachers
Turing test
Undergraduate education
University faculty
ISSN:0260-2938, 1469-297X, 1469-297X
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Abstract AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers' assessment practices, exploring teachers' perceptions about how ChatGPT performs in response to home examination prompts in undergraduate contexts. University teachers (n = 24) from four different departments in humanities and social sciences participated in Turing Test-inspired experiments, where they blindly assessed student and ChatGPT-written responses to home examination questions. Additionally, we conducted semi-structured interviews in focus groups with the same teachers examining their reflections about the quality of the texts they assessed. Regarding chatbot-generated texts, we found a passing rate range across the cohort (37.5 − 85.7%) and a chatbot-written suspicion range (14-23%). Regarding the student-written texts, we identified patterns of downgrading, suggesting that teachers were more critical when grading student-written texts. Drawing on post-phenomenology and mediation theory, we discuss AI chatbots as a potentially disruptive technology in higher education practices.
AbstractList AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers' assessment practices, exploring teachers' perceptions about how ChatGPT performs in response to home examination prompts in undergraduate contexts. University teachers (n = 24) from four different departments in humanities and social sciences participated in Turing Test-inspired experiments, where they blindly assessed student and ChatGPT-written responses to home examination questions. Additionally, we conducted semi-structured interviews in focus groups with the same teachers examining their reflections about the quality of the texts they assessed. Regarding chatbot-generated texts, we found a passing rate range across the cohort (37.5 − 85.7%) and a chatbot-written suspicion range (14-23%). Regarding the student-written texts, we identified patterns of downgrading, suggesting that teachers were more critical when grading student-written texts. Drawing on post-phenomenology and mediation theory, we discuss AI chatbots as a potentially disruptive technology in higher education practices.
AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers' assessment practices, exploring teachers' perceptions about how ChatGPT performs in response to home examination prompts in undergraduate contexts. University teachers (n = 24) from four different departments in humanities and social sciences participated in Turing Test-inspired experiments, where they blindly assessed student and ChatGPT-written responses to home examination questions. Additionally, we conducted semi-structured interviews in focus groups with the same teachers examining their reflections about the quality of the texts they assessed. Regarding chatbot-generated texts, we found a passing rate range across the cohort (37.5 - 85.7%) and a chatbot-written suspicion range (14-23%). Regarding the student-written texts, we identified patterns of downgrading, suggesting that teachers were more critical when grading student-written texts. Drawing on post-phenomenology and mediation theory, we discuss AI chatbots as a potentially disruptive technology in higher education practices.
Author McGrath, Cormac
Bolander-Laksov, Klara
Farazouli, Alexandra
Cerratto-Pargman, Teresa
Author_xml – sequence: 1
  givenname: Alexandra
  orcidid: 0000-0001-7601-3850
  surname: Farazouli
  fullname: Farazouli, Alexandra
  organization: Stockholm University
– sequence: 2
  givenname: Teresa
  orcidid: 0000-0001-6389-0467
  surname: Cerratto-Pargman
  fullname: Cerratto-Pargman, Teresa
  organization: Stockholm University
– sequence: 3
  givenname: Klara
  orcidid: 0000-0002-3345-3810
  surname: Bolander-Laksov
  fullname: Bolander-Laksov, Klara
  organization: Stockholm University
– sequence: 4
  givenname: Cormac
  orcidid: 0000-0002-8215-3646
  surname: McGrath
  fullname: McGrath, Cormac
  organization: Stockholm University
BackLink https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-220860$$DView record from Swedish Publication Index (Stockholms universitet)
BookMark eNqFkcFu1DAURS1UJKaFT0AyYsGGTO2XTDwWCxgVmFaqBIuC2FmO88K4SuxgO5RIfDyeTumiC1jZls69es_nmBw575CQ55wtOVuzUwY1A1mul8CgXAJUvBb1I7LgVS0LkOLbEVnsmWIPPSHHMV4zxqqSrxbk9zn2vafbz1cv6Nb7tpmR7vyAFH_pwTqdrHdv6cbl99j7oJMPM41pamfqO7q5oGanU-NTpHYYtUnUOzo5-xNDtGmmCbXZ5fsrqmPEGAd0iY4hg9ZgfEoed7qP-OzuPCFfPn64OjsvLj9tL842l4WpAFLBRVV3FZaihFZ0hnMuMW9SggRRtSB5K4SGViIyaDRboWgEIAAXTbvm0JUn5PWhN97gODVqDHbQYVZeW_Xeft0oH76rOCkAtq5Zxl8e8DH4HxPGpK79FFyeUJWskkyKVc0ztTpQJvgYA3b3tZypvRf114vae1F3XnLuzYOcsen2n1PQtv9v-t0hbV3nw6BvfOhblfSc5XRBO2PzkP-u-AMMPqjV
CitedBy_id crossref_primary_10_1007_s10734_024_01288_w
crossref_primary_10_1080_03075079_2025_2550766
crossref_primary_10_1186_s12909_025_07106_w
crossref_primary_10_3390_bs14111008
crossref_primary_10_15700_saje_v44n4a2557
crossref_primary_10_36096_ijbes_v6i2_483
crossref_primary_10_1007_s11528_025_01062_4
crossref_primary_10_18261_uniped_48_1_1
crossref_primary_10_1080_17508487_2025_2451886
crossref_primary_10_69569_jip_2025_076
crossref_primary_10_1057_s41599_024_03755_2
crossref_primary_10_1515_libri_2024_0079
crossref_primary_10_70838_pemj_450904
crossref_primary_10_1080_18146627_2024_2440351
crossref_primary_10_3390_educsci14060643
crossref_primary_10_1080_14703297_2024_2436613
crossref_primary_10_1007_s43681_024_00558_8
crossref_primary_10_1057_s41599_024_03526_z
crossref_primary_10_1080_03323315_2024_2441164
crossref_primary_10_1111_ejed_70131
crossref_primary_10_3389_feduc_2025_1522841
crossref_primary_10_1002_berj_4069
crossref_primary_10_64923_ceniiac_e0003
crossref_primary_10_1080_09588221_2024_2422478
crossref_primary_10_1080_09695958_2024_2379785
crossref_primary_10_4018_IJICTE_346826
crossref_primary_10_1007_s10639_024_12837_2
crossref_primary_10_3390_info15110676
crossref_primary_10_3390_educsci15040501
crossref_primary_10_4018_IJAITL_373582
crossref_primary_10_1080_14703297_2025_2469080
crossref_primary_10_14686_buefad_1416087
crossref_primary_10_3389_feduc_2025_1603763
crossref_primary_10_1089_cyber_2024_0524
crossref_primary_10_37055_nsz_209421
crossref_primary_10_1038_s41598_025_99127_0
crossref_primary_10_1007_s11191_025_00677_6
crossref_primary_10_1080_2331186X_2024_2357898
crossref_primary_10_1080_2331186X_2025_2485499
crossref_primary_10_1038_s41598_024_73359_y
crossref_primary_10_1186_s41239_024_00468_z
crossref_primary_10_1080_09588221_2025_2530555
crossref_primary_10_24289_ijsser_1609741
crossref_primary_10_1007_s11528_025_01100_1
crossref_primary_10_1109_ACCESS_2025_3534099
crossref_primary_10_1007_s10734_024_01265_3
crossref_primary_10_1016_j_caeai_2025_100365
crossref_primary_10_1080_02602938_2024_2444890
crossref_primary_10_1016_j_iheduc_2025_100996
crossref_primary_10_1109_TLT_2025_3572518
crossref_primary_10_1016_j_nepr_2025_104491
crossref_primary_10_7717_peerj_cs_2105
crossref_primary_10_1080_02602938_2023_2299059
crossref_primary_10_1080_17439884_2025_2550502
crossref_primary_10_1016_j_learninstruc_2025_102185
crossref_primary_10_1080_02602938_2024_2301722
crossref_primary_10_1177_21582440251369938
crossref_primary_10_1016_j_asw_2024_100873
crossref_primary_10_1515_jccall_2024_0031
crossref_primary_10_1021_acs_jchemed_4c00220
crossref_primary_10_1080_22054952_2024_2372154
crossref_primary_10_3390_educsci14060656
crossref_primary_10_1007_s10758_025_09883_1
crossref_primary_10_1109_TTS_2025_3540978
crossref_primary_10_1177_23821205251378794
crossref_primary_10_1016_j_caeo_2024_100239
crossref_primary_10_1007_s13563_024_00478_3
crossref_primary_10_1111_bjet_13462
crossref_primary_10_3390_educsci14101106
Cites_doi 10.1080/10494820.2021.1952615
10.22148/001c.17212
10.48550/arXiv.2303.08774
10.1177/0162243905285847
10.1080/02602938.2018.1493087
10.1080/02602938.2022.2069674
10.1007/978-3-030-10764-2_1
10.1007/978-3-031-16290-9_38
10.1080/03043797.2023.2213169
10.1186/s40561-023-00237-x
10.1007/978-3-030-29736-7_44
10.1080/02602938.2023.2209298
10.1080/03043797.2020.1795085
10.2139/ssrn.4300783
10.2139/ssrn.4335905
10.1016/j.lindif.2023.102274
10.1016/j.nedt.2003.10.001
10.7208/chicago/9780226852904.001.0001
10.1016/j.compedu.2015.03.010
10.1080/02602938.2023.2183487
10.48550/arXiv.2005.14165
10.1017/CBO9780511576362
10.2139/ssrn.4312418
10.1080/0969594X.2021.1999210
10.1007/978-3-031-16290-9_36
10.1080/02602938.2021.1937512
10.1186/1471-2288-7-30
ContentType Journal Article
Copyright 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2023
2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
Copyright_xml – notice: 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2023
– notice: 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
DBID 0YH
AAYXX
CITATION
AHOVV
ABAVF
ADTPV
AOWAS
D8T
DG7
ZZAVC
DOI 10.1080/02602938.2023.2241676
DatabaseName Taylor & Francis Open Access
CrossRef
Education Research Index
SWEPUB Stockholms universitet full text
SwePub
SwePub Articles
SWEPUB Freely available online
SWEPUB Stockholms universitet
SwePub Articles full text
DatabaseTitle CrossRef
DatabaseTitleList


Database_xml – sequence: 1
  dbid: 0YH
  name: Taylor & Francis Open Access (WRLC)
  url: https://www.tandfonline.com
  sourceTypes: Publisher
DeliveryMethod fulltext_linktorsrc
Discipline Education
EISSN 1469-297X
EndPage 375
ExternalDocumentID oai_DiVA_org_su_220860
10_1080_02602938_2023_2241676
2241676
Genre Research Article
GroupedDBID -W8
.7I
.GO
.QK
0BK
0R~
0YH
23N
2DF
4.4
5GY
5VS
AAGDL
AAGZJ
AAHIA
AAHSB
AAMFJ
AAMIU
AAPUL
AATTQ
AAZJI
AAZMC
ABCCY
ABDBF
ABFIM
ABIVO
ABJNI
ABLIJ
ABPEM
ABTAI
ABXUL
ABXYU
ABZLS
ACGFS
ACHQT
ACTIO
ACTOA
ACUHS
ADAHI
ADCVX
ADKVQ
ADLRE
ADXPE
AECIN
AEFOU
AEISY
AEKEX
AEOZL
AEPSL
AEYOC
AEZRU
AFRVT
AGDLA
AGMYJ
AGRBW
AHDZW
AIJEM
AIYEW
AJWEG
AKBVH
ALMA_UNASSIGNED_HOLDINGS
ALQZU
AQTUD
ARTTT
AVBZW
AWYRJ
BEJHT
BLEHA
BMOTO
BOHLJ
CCCUG
CQ1
CS3
DGFLZ
DKSSO
EAP
EAS
EAZ
EBS
EDJ
EMK
EPL
ESO
ESX
EWM
E~B
E~C
G-F
GTTXZ
H13
HF~
HZ~
IPNFZ
J.O
KYCEM
LJTGL
M0P
M4Z
NA5
NX.
O9-
P2P
RIG
RNANH
ROSJB
RPD
RSYQP
S-F
STATR
TASJS
TBQAZ
TDBHL
TED
TFH
TFL
TFW
TNTFI
TRJHH
TUROJ
TZEDD
UBH
UT5
UT9
VAE
WH7
~01
~S~
AAYXX
CITATION
AHOVV
ALSLI
B0M
0-V
07N
1TA
4B4
8G5
AAELO
AAMUQ
AAUNK
AAWJA
ABAVF
ABIFC
ABUWG
ACDYK
ACMAZ
ADQZN
ADTPV
ADXIQ
AEHJO
AEWWQ
AFFHD
AFKRA
AFNSQ
AFQRC
AFYVU
AGDNC
AIMQZ
AJQZJ
AKCKI
AOWAS
ARALO
ASRXX
AYGLJ
AZQEC
BENPR
BPHCQ
BRMHY
BUAEY
C5G
CAG
CCPQU
CJNVE
COF
CXBEF
C~Y
D8T
DADXH
DCMBD
DG7
DWQXO
EJD
EORKJ
GNUQQ
GUQSH
HLD
HTOLE
IERPD
L7Z
LIQON
M2O
OHT
ONUMK
PADUT
PHGZM
PHGZT
PMKZF
PQEDU
PQQKQ
PROAC
PSYQQ
TBA
UA4
ZZAVC
ID FETCH-LOGICAL-c422t-1746f4e3732d7fc1119e938329274d291d77a2d9ee02ba05e7b72e2217bd812f3
IEDL.DBID 0YH
ISICitedReferencesCount 89
ISICitedReferencesURI http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=001040685700001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
ISSN 0260-2938
1469-297X
IngestDate Tue Nov 04 16:39:44 EST 2025
Tue Aug 12 09:40:44 EDT 2025
Tue Nov 18 21:51:37 EST 2025
Sat Nov 29 02:06:04 EST 2025
Mon Oct 20 23:44:02 EDT 2025
IsDoiOpenAccess true
IsOpenAccess true
IsPeerReviewed true
IsScholarly true
Issue 3
Language English
License open-access: http://creativecommons.org/licenses/by/4.0/: This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
LinkModel DirectLink
MergedId FETCHMERGED-LOGICAL-c422t-1746f4e3732d7fc1119e938329274d291d77a2d9ee02ba05e7b72e2217bd812f3
Notes ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ORCID 0000-0002-8215-3646
0000-0001-6389-0467
0000-0002-3345-3810
0000-0001-7601-3850
OpenAccessLink https://www.tandfonline.com/doi/abs/10.1080/02602938.2023.2241676
PQID 3049097561
PQPubID 48239
PageCount 13
ParticipantIDs crossref_citationtrail_10_1080_02602938_2023_2241676
informaworld_taylorfrancis_310_1080_02602938_2023_2241676
proquest_journals_3049097561
crossref_primary_10_1080_02602938_2023_2241676
swepub_primary_oai_DiVA_org_su_220860
PublicationCentury 2000
PublicationDate 2024-04-02
PublicationDateYYYYMMDD 2024-04-02
PublicationDate_xml – month: 04
  year: 2024
  text: 2024-04-02
  day: 02
PublicationDecade 2020
PublicationPlace Abingdon
PublicationPlace_xml – name: Abingdon
PublicationTitle Assessment and evaluation in higher education
PublicationYear 2024
Publisher Routledge
Taylor & Francis Ltd
Publisher_xml – name: Routledge
– name: Taylor & Francis Ltd
References e_1_3_3_30_1
The McGraw Center for Teaching & Learning, Princeton University (e_1_3_3_35_1) 2023
Vaswani A. (e_1_3_3_37_1) 2017
e_1_3_3_18_1
e_1_3_3_39_1
e_1_3_3_19_1
e_1_3_3_14_1
e_1_3_3_13_1
Rosenberger R. (e_1_3_3_31_1) 2015
e_1_3_3_38_1
e_1_3_3_16_1
e_1_3_3_15_1
e_1_3_3_36_1
e_1_3_3_10_1
e_1_3_3_33_1
e_1_3_3_12_1
e_1_3_3_11_1
e_1_3_3_32_1
e_1_3_3_40_1
e_1_3_3_41_1
Ihde D. (e_1_3_3_17_1) 1993
Terwiesch C. (e_1_3_3_34_1) 2023
e_1_3_3_7_1
e_1_3_3_6_1
e_1_3_3_9_1
e_1_3_3_8_1
e_1_3_3_29_1
e_1_3_3_28_1
e_1_3_3_25_1
e_1_3_3_24_1
e_1_3_3_27_1
e_1_3_3_26_1
e_1_3_3_3_1
e_1_3_3_21_1
e_1_3_3_2_1
e_1_3_3_20_1
e_1_3_3_5_1
e_1_3_3_23_1
e_1_3_3_42_1
e_1_3_3_4_1
e_1_3_3_22_1
e_1_3_3_43_1
References_xml – ident: e_1_3_3_5_1
– ident: e_1_3_3_16_1
  doi: 10.1080/10494820.2021.1952615
– ident: e_1_3_3_30_1
– ident: e_1_3_3_11_1
  doi: 10.22148/001c.17212
– ident: e_1_3_3_29_1
  doi: 10.48550/arXiv.2303.08774
– ident: e_1_3_3_22_1
– ident: e_1_3_3_8_1
– ident: e_1_3_3_38_1
  doi: 10.1177/0162243905285847
– ident: e_1_3_3_25_1
  doi: 10.1080/02602938.2018.1493087
– ident: e_1_3_3_4_1
  doi: 10.1080/02602938.2022.2069674
– ident: e_1_3_3_7_1
  doi: 10.1007/978-3-030-10764-2_1
– ident: e_1_3_3_26_1
  doi: 10.1007/978-3-031-16290-9_38
– ident: e_1_3_3_28_1
  doi: 10.1080/03043797.2023.2213169
– ident: e_1_3_3_36_1
  doi: 10.1186/s40561-023-00237-x
– ident: e_1_3_3_3_1
  doi: 10.1007/978-3-030-29736-7_44
– ident: e_1_3_3_10_1
  doi: 10.1080/02602938.2023.2209298
– ident: e_1_3_3_41_1
  doi: 10.1080/03043797.2020.1795085
– ident: e_1_3_3_27_1
  doi: 10.2139/ssrn.4300783
– ident: e_1_3_3_19_1
– ident: e_1_3_3_9_1
  doi: 10.2139/ssrn.4335905
– ident: e_1_3_3_21_1
  doi: 10.1016/j.lindif.2023.102274
– ident: e_1_3_3_32_1
– ident: e_1_3_3_14_1
  doi: 10.1016/j.nedt.2003.10.001
– ident: e_1_3_3_40_1
– volume-title: Postphenomenological Investigations: Essays on Human–Technology Relations
  year: 2015
  ident: e_1_3_3_31_1
– ident: e_1_3_3_39_1
  doi: 10.7208/chicago/9780226852904.001.0001
– volume-title: Postphenomenology: Essays in the Postmodern Context
  year: 1993
  ident: e_1_3_3_17_1
– ident: e_1_3_3_2_1
  doi: 10.1016/j.compedu.2015.03.010
– ident: e_1_3_3_15_1
  doi: 10.1080/02602938.2023.2183487
– ident: e_1_3_3_18_1
– volume-title: Guidance on AI/ChatGPT
  year: 2023
  ident: e_1_3_3_35_1
– ident: e_1_3_3_6_1
  doi: 10.48550/arXiv.2005.14165
– ident: e_1_3_3_33_1
  doi: 10.1017/CBO9780511576362
– ident: e_1_3_3_20_1
– ident: e_1_3_3_42_1
– ident: e_1_3_3_43_1
  doi: 10.2139/ssrn.4312418
– ident: e_1_3_3_13_1
  doi: 10.1080/0969594X.2021.1999210
– ident: e_1_3_3_23_1
  doi: 10.1007/978-3-031-16290-9_36
– volume-title: Advances in Neural Information Processing Systems
  year: 2017
  ident: e_1_3_3_37_1
– ident: e_1_3_3_12_1
  doi: 10.1080/02602938.2021.1937512
– volume-title: Would Chat GPT3 Get a Wharton MBA?
  year: 2023
  ident: e_1_3_3_34_1
– ident: e_1_3_3_24_1
  doi: 10.1186/1471-2288-7-30
SSID ssj0004315
Score 2.6418424
Snippet AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in...
SourceID swepub
proquest
crossref
informaworld
SourceType Open Access Repository
Aggregation Database
Enrichment Source
Index Database
Publisher
StartPage 363
SubjectTerms AI-chatbots
assessment
Behavior Theories
Chatbots
Educational Practices
Focus Groups
Higher education
home examination
Human-computer interaction
Interviews
Mediation
Mediation Theory
Phenomenology
Semi Structured Interviews
Social sciences
Teachers
Turing test
Undergraduate education
University faculty
Title Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers' assessment practices
URI https://www.tandfonline.com/doi/abs/10.1080/02602938.2023.2241676
https://www.proquest.com/docview/3049097561
https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-220860
Volume 49
WOSCitedRecordID wos001040685700001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
hasFullText 1
inHoldings 1
isFullTextHit
isPrint
journalDatabaseRights – providerCode: PRVAWR
  databaseName: Taylor & Francis Online
  customDbUrl:
  eissn: 1469-297X
  dateEnd: 99991231
  omitProxy: false
  ssIdentifier: ssj0004315
  issn: 0260-2938
  databaseCode: TFW
  dateStart: 19810301
  isFulltext: true
  titleUrlDefault: https://www.tandfonline.com
  providerName: Taylor & Francis
link http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV3Pb9MwFLZY4bALGwxE9wO9SUM7pThOWtcnVG10nTRVPZRSTpaTOFslSKYmRUzaH897iVPaA9oBLpEs5T05_vX8xZ-_x9iZSjgi6VAiNuF9Ombknkml8YKekdKIpM-r1AmzGzke9-dzNXFswsLRKglDp7VQRLVW0-Q2UdEw4j6SDBZGKSJmiaBDMagnezvsuUBoQviLfxv9uRrpkhigiUc2zSWev7nZCk9b4qXbW9BNWdEqFA33_sNH7LOXbh8Kg3rgvGLPbPaaUjg7uscBexzRsQxcTaancJXnSfRg4S7_YcH-MkSfobc-wSDDMrH4qsN6qMRqIU9hcA3xnSmjvCygvogJeQarNQsEylpJujgHs9YGhebKVvGGfRl-nl6MPJeqwYtDIUoPcU0vDW0gA5HINMYFVFn8uEAoRL2JUH5S9byylovI8K6VkRRWIB6KEtxipMFb1sryzL5jwBOFqC1Q6DhCp3Gfm8jv2liarp_6YdxmYdNDOnY65pRO47v2G7lT17Samla7pm2zztrsvhbyeMpAbXa_Lqs_KGmd7kQHT9geN2NFuzUBTeiQVUncsLbZh3r8rGtCIt-Xi9lA58tbXazQD0JNfvgPVThiu1isSUbimLXK5cqesBfxz3JRLN9XkwSf0-HX37qyDFE
linkProvider Taylor & Francis
linkToHtml http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV1Lb9NAEF7RgFQuvEpFSoCp1IqT0_XayWZPKALSRKRRDyHNbbW2122k1q5iB4HEj2fGjzQ5oBzgaNkzWu9rdna--YaxExVx9KR9ib4J71GYkTsmlsbxukZKI6IeL0onzMZyMunN52ozF4ZgleRDxyVRRLFX0-Kmy-gaEndGPFhopgiZJbw2GaGu7O6xxx20tcSfPx1cPeRGVlUMUMQhmTqL529qtuzTFnvp9hl0k1e0sEWD5__jL16wZ9VJFPrl1HnJHtnkFRVxrgAfB-z3kAIzcH45PYbzNI2CXxZu0jsL9qchAA199Qn6CT4Tjq8I10NBVwtpDP0RhDcmD9I8gzIVE9IEVmscCOQll3T2EcyaHRTqpK3sNfs--Dr9PHSqYg1O6AuRO-jZdGPfetITkYxD3EKVxZ_zhEK_NxLKjYqxV9ZyERjesTKQwgr0iIIIDxmxd8gaSZrYNwx4pNBv8xQqDlBp2OMmcDs2lKbjxq4fNplfD5EOKyZzKqhxq92a8LTqWk1dq6uubbL2Wuy-pPLYJaA2x1_nxR1KXBY80d4O2VY9WXS1K6AIhVmVxCNrk52WE2jdEqL5_rKY9XW6vNbZCvWgs8mP_qEJH9j-cHox1uPR5Ntb9hRflZAj0WKNfLmy79iT8Ee-yJbvixXzB9weD2k
linkToPdf http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV1Lb9QwELagINQLb8TSFgYJxCmt42Tj9QmtWratqFZ7WEpvlhPbtBJNqk0WgcSP70ziLN0D6gGOUTIjP8b2TObzN4y9U5ZjJJ1KjE34iNKMPDJemijJjJRG2BFvSyecnsjpdHR2pmYBTVgHWCXF0L4jimj3alrcV9b3iLg9osHCU4qAWSLZpTMok9lddg9d54yMfD75-udqZChigCIRyfSXeP6mZu14WiMvXXdBb9KKtkfR5NF_6MRj9jD4oTDuDOcJu-PKp1TCOcA9nrHfR5SWgcPZ_C0cVpXNfzk4ry4duJ-G4DP01UcYl_hMKL42WQ8tWS1UHsbHUJybJq-aGrqLmFCVsFyhQKDpmKTrD2BW3KDQX9mqn7Mvk0_z_aMolGqIilSIJsK4JvOpS2QirPQFbqDKYecSoTDqtULFtp155RwXueFDJ3MpnMB4KLfoYvjkBdsoq9K9ZMCtwqgtUag4R6XFiJs8HrpCmmHs47QYsLSfIV0EHnMqp_Fdxz3daRhaTUOrw9AO2O5K7Koj8rhNQN2cft20f1B8V-5EJ7fIbve2osOegCKUZFUSHdYBe9_Zz6olRPJ9cHE61tXim66XqAdDTf7qH5rwhj2YHUz0yfH08xbbxDcd3khss41msXQ77H7xo7moF6_b9XINlI8OGw
openUrl ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Hello+GPT%21+Goodbye+home+examination%3F+An+exploratory+study+of+AI+chatbots+impact+on+university+teachers%E2%80%99+assessment+practices&rft.jtitle=Assessment+and+evaluation+in+higher+education&rft.au=Farazouli%2C+Alexandra&rft.au=Cerratto-Pargman%2C+Teresa&rft.au=Bolander-Laksov%2C+Klara&rft.au=McGrath%2C+Cormac&rft.date=2024-04-02&rft.pub=Taylor+%26+Francis+Ltd&rft.issn=0260-2938&rft.eissn=1469-297X&rft.volume=49&rft.issue=3&rft.spage=363&rft.epage=375&rft_id=info:doi/10.1080%2F02602938.2023.2241676&rft.externalDBID=HAS_PDF_LINK
thumbnail_l http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0260-2938&client=summon
thumbnail_m http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0260-2938&client=summon
thumbnail_s http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0260-2938&client=summon