(University of Calgary, 2024-02-22) Anselmo, Lorelei; Eaton, Sarah Elaine; Jivani, Raisa; Moya, Beatriz; Wright, Alysia
This resource is for academic staff, post-doctoral scholars, and graduate assistants teaching (TAs) to learn more about how best to design and/or modify course assessments that permit students’ use of generative artificial intelligence (GAI) to complete their assignments in academic courses.
This document is a starting point for discussions and reflections to foster a deeper understanding of emerging considerations inherent in AI-based course assessments. These emerging considerations may serve as a roadmap to promote ethical, responsible, and beneficial use of generative artificial intelligence applications in course assessment practices. This document may strengthen understanding and engagement with the ethical dimensions of GAI assessments, promoting fairness and transparency in students’ educational experiences.