Redefining assessment design: using real-world application to minimise ChatGPT's influence on student performance

Li, Qian (Jan) 2023. Redefining assessment design: using real-world application to minimise ChatGPT's influence on student performance. Presented at: British Academy of Management MKE Teaching Practice Conference, UCL, London, UK, 7 July 2023.

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Abstract

The increasing prevalence of AI language models like ChatGPT has raised concerns about their potential influence on student assessments. To address this challenge, I have developed a Supply Chain Sustainability Scorecard (SCSS) as a dynamic assessment method to replace the traditional essay-based assessment, aiming to minimise the impact of AI tools on student performance by emphasising critical thinking, real-world application, and active engagement with course material. The SCSS is designed to help students apply their knowledge in evaluating and improving the sustainability performance of real-world supply chains. The exercise involves students to assess a company's SCS performance using a pre-defined set of criteria, assign scores, identify areas of improvement, and suggest specific actions to enhance sustainability. Students are requested to use real data to assess companies' SCS performance, and assign scores to each company based on their performance against the assessment criteria. Students engage in reflective thinking about the companies' performance, considering the implications of their findings and the potential consequences of the identified sustainability issues. By designing assessments that challenge students to think critically and apply their knowledge in context-specific scenarios, this approach provides a more accurate assessment of students’ true understanding of the subject matter. This assessment approach encourages students to engage more deeply with course material, fostering a better understanding of the underlying concepts and principles. By requiring students to analyse complex problems, synthesize information, and apply their knowledge in real-world contexts, it prevents students from relying solely on AI-generated content, which may lack the depth and nuance required to demonstrate mastery of management concepts.

Item Type:	Conference or Workshop Item (Paper)
Date Type:	Publication
Status:	Unpublished
Schools:	Business (Including Economics)
Last Modified:	06 Sep 2023 15:04
URI:	https://orca.cardiff.ac.uk/id/eprint/161956

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