With AI able to convincingly generate a desired assignment output, some teachers are shifting to process-oriented assessment, some of which involves a student interacting with a teacher-configured AI tool.
Thanks for the post! I think moving to process oriented assessment is an important step, but it is only the first one. More importantly, we will need to move on to dialogic forms of assessment, particularly assessments that are situated in the classroom dynamics in which they take place. I also think that using a Socratic AI tutor is a misguided approach since it does not have access to the lived experiences of the students. An AI-proof assessment method, by its very definition, cannot be based on AI.
To be clear, I am not necessarily promoting process oriented assessment. Depends on learning goals I think, and of course output quality still matters. Nor was I advocating a Socratic set up. This was merely a quick experiment using choices I imagine many teachers would make.
Thanks for the post! I think moving to process oriented assessment is an important step, but it is only the first one. More importantly, we will need to move on to dialogic forms of assessment, particularly assessments that are situated in the classroom dynamics in which they take place. I also think that using a Socratic AI tutor is a misguided approach since it does not have access to the lived experiences of the students. An AI-proof assessment method, by its very definition, cannot be based on AI.
To be clear, I am not necessarily promoting process oriented assessment. Depends on learning goals I think, and of course output quality still matters. Nor was I advocating a Socratic set up. This was merely a quick experiment using choices I imagine many teachers would make.
Very insightful read, Tim! 🌟
I write about humanizing the future of learning. I’d love your insights on my work! 🌸
https://substack.com/@devikatoprani/note/p-177581013
This strikes me as a very productive intuition to follow.