Creating a classroom debate

A short guide for effective classroom debate

Image source: How to Facilitate a Classroom Debate - The Edvocate (theedadvocate.org)

AI & HE Assessment - (Part 2) Process or the Product?

The future of Assessment in Higher Education 

I mentioned in my previous post that after two waves of COVID-19 and Openai ChatGPT, the higher education sector is experiencing a transition to a new era. The era of embracing new teaching methods, learning and modern and innovative assessments. Higher education institutes should avoid using traditional standalone high-stakes assessments with a big percentage of the final grade and rely highly on written submissions. Now we know that mathematically, it is impossible to detect ChatGPT-assisted documents. There are even other bots like Bloomberg with 50 billion parameters! Compare it with just 175 million parameters of ChatGPT! This technology is fast growing, and the industry and businesses have used and dealt with it since the 1970s. The higher education sector was feeling secure and reluctant to AI progress in real-world workplaces until the break threat that the chatbots created for the credibility of the HE evaluation methods in November 2022. 

The Process or the Product

The sector should shift the main evaluation emphasis to the process rather than the product. That simply means moving away from traditional summative types of assessment. Emphasis on the process reveals the unique and vital role of the formative methods in HE assessment methods. Focusing on the process means evaluating students' performance on how they engage with the concepts, building a mental image of the concept and learning, and applying the concept in problem-solving. For those who are not familiar with the  In educational research terminology, assessment is divided into three major categories:

 

• Diagnostic - to evaluate student's prior knowledge and skills 
• Formative - to assess student's learning while it is happening
• Summative - to determine if students have achieved the intended learning outcomes

Diagnostic assessment 

Usually designed and applied by educators in an informal setting prior to instruction by quizzes or MCQ surveys. 

Formative assessments

 This type of assessment is designed by educators to monitor students' learning during the instruction and to check if the learning is happening and areas/learning outcomes that students are struggling with. During formative assessments, students could evaluate their learning and also evaluate their peers learning through some self and peer-assessment activities. Formative assessment will also provide the opportunity to adjust the teaching strategies to educators according to information they gather from students' performance. 

Feedback and feedforward are central characteristics of this type of assessment. Educators' roles during formative activities change to facilitators who observe students' performance and provide them with appropriate and instantaneous feedback while engaging in the activity (task). From this perspective, formative activities are more like performance tests. Based on the nature of the intended learning objectives, educators could use various assessment types for formative purposes. Some popular forms of formative activities are in-class short quizzes, MCQs, rich questioning, entry and exit slips, role-playing, simulation tasks, debates, group activities, etc. The nature of these formative assessments reveals the extent that educators could inject soft skills into the design of learning and assessment to provide space and opportunities for students to develop and enhance the skills and competencies needed to engage with problem-solving situations in real-world workplaces. 

Summative assessments

This type of assessment is designed and used by educators to assess students' achievement of intended learning outcomes at the end of the unit/module/course/programme against some standard benchmark. They are usually high-stakes and take place in formal assessment settings. Traditional unseen written final exams are very common and popular forms of summative assessments. 

The next post will continue this topic on continuous assessment: