Taylor Institute for Teaching and Learning Research & Publications

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https://prism.ucalgary.ca/handle/1880/100113

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Browsing Taylor Institute for Teaching and Learning Research & Publications by Subject "assessment"

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    Academic Integrity in an Age of Educational Transformation (or_ Why Robots Won't Inherit the Earth)
    (University of Calgary Conference on Postsecondary Learning and Teaching, 2023-04-28) Eaton, Sarah
    Join us for an interactive session in which you, the participants, will share ideas and effective practices about what works to help students (1) understand what academic integrity is; (2) analyze which aspects of academic integrity need to transform in the age of artificial intelligence, which remain constant, and why; and (3) connect academic integrity to ethical-decision making in daily life beyond the classroom. There is no magic bullet to ensure that students uphold academic integrity and there is no “one size fits all” approach. Instead, in this facilitated session, we share ideas, resources, and tips that can be used in different contexts. You will come away having been inspired by academic and professional peers with concrete ideas to apply in their own teaching practice. Most of all, you may find fears about threats to academic integrity from emerging technologies diminished. By the end of this session engaged participants will: • Understand the connection between academic integrity in the classroom and ethical-decision making in daily life. • Analyze the impact of transformative technologies such as artificial intelligence on teaching, learning, assessment, and academic integrity. • Gain new strategies and ideas to use in teaching and assessment.
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    STRIVE: Emerging Considerations When Designing Assessments for Artificial Intelligence Use
    (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.
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    Ungrading and Alternative Assessment
    (University of Calgary Conference on Postsecondary Learning and Teaching, 2023-04-28) Stommel, Jesse
    "Ungrading" means raising an eyebrow at grades as a systemic practice, distinct from simply not grading. The word is a present participle, an ongoing process, not a static set of practices. Too many of our approaches to grades treat students like they’re interchangeable and fail to recognize their complexity. Can we imagine flexible approaches to assessment, pedagogies which center intrinsic more than extrinsic motivation, encouraging and supporting learning, rather than policing behavior? We have to design to ensure a focus on equity, diversity, inclusion and accessibility, especially for those who identify within equity-deserving groups, including women, Indigenous peoples, visible/racialized minorities, persons with disabilities, and people who identify as LGBTQ2S+. This workshop will balance presentation with practical activities and discussion.