Assessment scaffolding to reduce overreliance on Generative Artificial Intelligence

Author and presenter

• Korrina Davis, UTAS International Pathway College, Student Services and Operations

Abstract

In early 2024, the overuse of Artificial Intelligence (AI) tools, led to my submission of over 40 academic breach reports in the University of Tasmania’s International Pathway College Summer Semester. To address this, I redesigned assessments to be scaffolded, staged, and personalised: following strategies from Carroll (2002) aimed at reducing plagiarism. In my English unit, international students are now taught essay writing and oral presentations in stages, with weekly tasks such as essay planning and introductions. Feedback is provided weekly through OneDrive. This approach also allows academic integrity guidance to be targeted to specific tasks: making it more effective (Broeckelman-Post, 2008). Overall, this process breaks large tasks into manageable steps, which reduces time pressure, a factor linked to academic misconduct (Miles et al., 2022). Assessment checkpoints, such as draft submissions, provide opportunities for feedback and encourage adherence to deadlines. In addition, research topics are chosen to ensure personal connection, such as asking students to reflect on their experience studying abroad. This fosters engagement and can reduce cheating (Carroll, 2002). Students then convert their essays into oral presentations allowing them to be assessed against additional Intended Learning Outcomes (ILOs) without requiring additional research. The result of these changes has been significant: with no academic breach reports submitted in Semester 2. Despite a smaller cohort, the reduction is notable. Not only have academic integrity breaches decreased, but the quality of student work and their engagement with the content and myself have also improved.

References

Broeckelman-Post, M. A. (2008). Faculty and Student Classroom Influences on Academic Dishonesty. IEEE Transactions on Education, 51(2), 206-211. https://doi.org.10.1109/TE.2007.910428

Carroll, J. (2002). A Handbook for Deterring Plagiarism in Higher Education. Oxford Centre for Staff and Learning Development.

Miles, P.J., Campbell, M., & Ruxton, G.D. (2022). Why students cheat and how understanding this can help reduce the frequency of academic misconduct in higher education: A literature review. J Undergrad Neurosci Educ, 20(2), 150-160. https://doi.org.10.59390/LXMJ2920