Tag: assessment
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Our Epistemic Boundaries between Learning and Assessment in a Postplagiarism Era
Bibek Dahal reflects on the postplagiarism speaker series led by Dr. Soroush Sabbaghan at the University of Calgary, focusing on the challenges of adapting learning and assessment practices in the era of generative AI. Key themes include the need for visible learning processes and prioritizing integrity, belonging, and human judgment over mere artifact-based assessments.
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What Should We Be Assessing in a World with AI? Insights from Higher Education Educators
The emergence of generative AI, such as ChatGPT, challenges assessment practices in higher education. A study of 28 Canadian educators found a consensus on assessing prompting and critical thinking skills while raising concerns about writing assessments. Emphasizing ethical AI integration, educators highlight the need for ongoing discussions on maintaining academic integrity in technology-driven environments.
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Embracing AI as a Teaching Tool: Practical Approaches for the Postplagiarism Classroom
Artificial intelligence (AI) can be a useful educational tool in the postplagiarism classroom. Effective strategies include incorporating AI into discussions, enhancing critical thinking, teaching fact-checking, and addressing ethical considerations. This shift fosters student engagement with technology, emphasizing evaluation over mere content creation and preparing them for future challenges.
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Upcoming Talk: From Plagiarism to Postplagiarism: Navigating the GenAI Revolution in Higher Education
Join us on January 29, 2025, for the inaugural postplagiarism talk titled “From Plagiarism to Postplagiarism: Navigating the GenAI Revolution in Higher Education,” led by Dr. Sarah Elaine Eaton. This hybrid event will address integrating Generative AI in academia while maintaining integrity and fostering original scholarship. Register to participate!
Postplagiarism 