Evidence of learning in the age of Generative AI

1. What TEQSA says:

Focus on the most urgent priorities. Review the program and locate the areas that require urgent attention to ensure our students have met the required outcomes.

What this might mean for us now: 

Consider how your students show evidence of learning at key points in the program. As we move through PAAIR, we should ask ourselves ‘how can our students show evidence of learning for all of the course learning outcomes across the program’? Consider the key moments in the program and enable students to showcase their learning. Ensure those moments are authentic, valid, reliable and credible.

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2. What TEQSA says:

Know your students. It is important to get to know your students and understand their individual learning journeys in order to identify whether work that has been submitted is congruent to their prior work.

What this might mean for us now:  

Focus on learning as a longitudinal and individual process. Focus on the longitudinal learning journey of our students rather than one summative assessment in one unit. Once again, as we move through PAAIR we can identify how that might work in our context - perhaps through identifying multiple data points and having holistic discussions at key progression points.

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3. What TEQSA says: 

Be transparent about AI use. Clear guidance must be provided for students, including what Gen AI use is allowable in specific assessment tasks.

What this might mean for us now:  

Provide clarity around expectations and support digital literacies. Follow the guidance that is available at Monash via TeachHQ to ensure that assessment task requirements are clear and easy to comprehend for students. Alongside, supporting digital literacies within your disciplinary context to create graduates that are critical users of emerging technologies. PAAIR is a good way to consider what this should look like across your program.

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4. What TEQSA says:

Ask students to show their working. Ask students to provide evidence of how they used Gen AI in their assessment task/s to both deter inappropriate use and develop essential AI skills in students.

What this might mean for us now: 

Consider different ways for students to showcase their learning process. Implement various ways for students to showcase their process of learning; shifting the sole focus away from a learning product. This can be done in a number of ways, including the collection of artefacts through ePortfolios, assessment appendices, interactive orals, etc...

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5. What TEQSA says:

Engage in conversations with students as assessment. Engaging in conversations with students provides insight into their understanding and learning processes in ways that other assessments cannot, especially in the context of Gen AI.

What this might mean for us: 

Explore use of different assessment types such as Viva voces and interactive orals. Look at how we can implement conversational assessment tasks such as viva voces and/ or interactive orals. Get students to engage with authentic assessments and discuss their knowledge and skills in order to show evidence of their learning.

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6. What TEQSA says:

Learn from and collaborate with others. Ongoing collaboration will assist in developing long-lasting and effective solutions to the issues of ensuring evidence of learning in the age of Gen AI.

What this might mean for us now: 

Engage with the Learning and Teaching community to share challenges and successes. Engage with teaching and learning communities and recent literature to share your experience, get ideas, and discuss challenges in this space. This could be by attending conferences, webinars, or workshops, engaging and collaborating with your colleagues, and engaging with the broader discussion.

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