![]() This refocusing communicates the value of engaging in the process and circumvents possible shortcuts that will deprive the student of pride in their work and learning. When designing a writing assignment or a project, you might break it into smaller components that assess skill development at each stage, using self and peer feedback submitted with changes prior to your feedback. As AI improves, and it will improve rapidly, reframing our priorities by weighting process and value, revision and improvement more heavily will be important. ![]() Traditionally, the end product of a paper or project has carried most of the weight for assessing learning. See Universal Design for Learning in Higher Educations page on Defining Social Learning (UDL on Campus).Creating opportunities to scaffold peer feedback on assignments engages students in understanding their peers’ approaches to an assignment thereby expanding their own thinking and approaches. Varying the structure of these collaborative engagements (whole group, dyads, small groups) and the form (problem solving, games, idea or question generation, case studies, hypothesis testing, collaborative annotation of readings using Perusall or Hypothes.is) can promote both individual and collective learning. They can also motivate students to come prepared to engage in these activities with their peers. ![]() Group activities with well designed questions or prompts can provide students the opportunity to articulate and challenge their own understanding of concepts, integrate other perspectives, and reveal gaps in their knowledge. Motivating students to engage in their learning with peers can also help them feel a sense of belonging within a classroom community. Social interactions have always been essential for learning. See this blog with principles of authentic learning experiences (User Generated Education).A learning portfolio is a visible way to help students develop metacognitive (thinking about thinking) skills, become critical thinkers, and open a space for reflective dialogue with you to track and adjust their learning progress. You might engage students in creating a portfolio of their work with critical reflections on how course experiences, and activities have impacted their learning and, if relevant, the impact on the communities in which they are situated. These authentic assessments teach students how to approach multifaceted, complex questions where there is not always a right answer, and develop their analytical skills. This can positively influence both motivation and long term memory. Many of these are tried and true, but under-utilized, others embrace new opportunities! Embrace authentic assessmentsĬonsider refocusing course activities where possible so that students can apply their learning to real world contexts and problems and find personal relevance. Each of the sections below offers ideas that are resilient in terms of both their effectiveness for assessing learning, doing work that cannot easily be gamed, and developing skills that will support continuous learning. After all, students will be entering careers where they will have to navigate and critically evaluate rapidly evolving sources of information and new technologies to solve complex problems. There are many ways to promote and assess student learning that are not easily replicated by AI, and some that leverage its capabilities. What if we can use this moment as an opportunity to refocus our attention on a different question: “What activities and assignments will have the most value to my students’ learning today?”. ![]() Battling the tide of innovation in technology is an exhaustive fight we will not win. Eventually, we adapt and begin to leverage these new tools for learning. Past experiences with new technologies like calculators and smartphones have shown us that initial worries about how the technologies will help students cheat or detract from what students “need to learn” can give way to innovative new approaches for education. At the same time, many instructors are creatively thinking about how to leverage AI tools for learning. It has evoked anxious conversations about how well these tools are able to perform tasks we ask our students to complete – from writing code to creating essays and reports – and resulting implications for learning and academic honesty. The recent release of Chat GPT and media coverage has prompted instructors to explore AI tools to understand their capabilities and limitations. By Krys Ziska Strange, Associate Director of Instructional Design & Faculty Development, TTS & Carie Cardamone, Associate Director of STEM, Professional Schools & Assessment, Tufts CELT
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