People argue over the various eras or ages in our modern timeline. Historians debate these, on exactly when the various eras began and ended, what they should contain, etc.
Whatever your opinion, there can surely be no doubt amongst all the "ages" and significant moments we have had (see below for a ChatGPT-generated version)... Nov 2022 - the day we got our collective hands on ChatGPT and AI tools - has got to be one of those. We have crossed over into the AI age.
AI has turned evaluation on its head. I'm curious to hear what you guys are doing personally in your courses to reframe from looking at AI as a way to cheat, to a knowledge enablement tool.
I teach IT management at VCC and SFU, I am retooling for AI, and it scares the hell out of me. By scare, I mean - it'll be a lot of work, a lot of soul-searching and questioning of how I teach, and concern over its effectiveness. Hopefully, this course will help me think about evaluation, especially the stuff I don't think about too often - or ever!
Some things I plan on doing:
- I have switched to having the students do presentations instead of final papers to avoid reading a bunch of AI-created generalizations.
- I am lowering the value of individual assessments - basically spreading them out to lower the value of cheating.
- Focusing on the question: "What are the key skills and knowledge they need to have instinctively?" This relates to "System 1" thinking in Kahnemann/Tversky's breakthough research.
My previous course PIDP 3100 - Foundations of Adult Education was really great as we focused on how adults learn (I teach at VCC). I really look forward to PIDP 3320 - Evaluation of Learning to help me wrestle with this 500lb alligator that effectively just appeared!
So what are you guys doing to accomodate this new era in terms of knowledge assessment for your courses?
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