Educational Assessment in the Time of Artificial Intelligence: Assessing Creative and Critical Thought

Abstract

The release of artificial intelligence (AI) text generator programs, such as ChatGPT, have changed the landscape of higher education, particularly regarding assessment. Traditional assessment used to measure higher levels of learning often include research papers, case studies, analyses, and other written works. These types of assessments can often be easily completed on generative AI programs. AI detection programs have been unable to keep up with the advances in AI; this has resulted in many universities turning off the AI detection feature on plagiarism detection programs due to unreliability. This leaves faculty unsure if students are: a) completing their work without AI assistance, and b) actually learning. The purpose of this paper is to address the theories of emerging pedagogies and associated assessment techniques that are more AI-resistant, and require more critical and creative thought.