Tag: Sindija Franzetti

• Rethinking Assessment for Generative AI: Orals and discussions

  

  This post is part of a series on rethinking assessment in light of generative AI. The posts draw on research and resources from K-12 and tertiary to suggest ways that educators can design engaging, compelling assessments which shift the narrative away from GAI and “cheating”. In a previous post, I talked about the risks associated…

  Leon Furze

  September 27, 2023

  AI, Assessment

  Academic Integrity, Adobe Firefly, Adrian Cotterell, AI in education, AI-assisted learning, assessment innovation, assessment methods, Assessment Practices, Canva, chatbots, code generation, communication skills, critical thinking, debate in education, digital divide, discussion in education, edtech, education reform, education technology, Eliana Elkhoury, error correction, essay helpers, ethical issues, GAI benefits, Generative AI, Grattan Institute, high-stakes assessments, Immediate Feedback, interview assessments, K-12 education, knowledge demonstration, language barriers, learning conference, learning reflection, NAPLAN, Nick Parkinson, oral assessments, oral presentations, peer feedback, personalized feedback, personalized learning, pitch assessments, PowerPoint, presentation tools, progress tracking, prototype development, Sandra Milligan, Sindija Franzetti, social enterprises, Stuart Mitchell, student anxiety, student engagement, student preparation, summative assessments, technology acknowledgment, technology in classrooms, technology integration, Tertiary education, University of Melbourne, viva assessments, vocabulary expansion, Young Change Agents