SlideShare a Scribd company logo
1 of 43
Educational assessment in an AI world
Inge de Waard. 16 November 2023. Virtually between Graz (Austria) and Maribor (Slovenia).
All pictures created with Bing Enterprise (= Dall-E 3)
How do we Teachers
cope in times of AI?
• Teacher tasks in times of AI: learning,
teaching, research, university admin…
• Using AI in combination with human
analysis (critical thinking, peer
knowledge building…)
What is AI?
Everyone and no
one knows
AI tools ? Software applications
that use artificial intelligence (AI)
techniques:
o natural language processing
o machine learning
o deep learning
But at the end … us teachers need
to teach, and learn with it.
Is AI in Education
here to stay?
Do you know of any type of technology
that was invented, but then stopped due
to reasons of having a negative influence
on our planet/people?
If so, please put it as a short answer in
the chat
The European University Association
promotes responsible use
While GenAI is increasingly implemented, the EUA
made a statement (with documentation) to move
towards a consistent, transparent responsible use of
AI (the EUA took this position on 14 Feb 2023)
A good start …
sets the stage
Are you using AI to create or
support assignments?
• Yes = thumbs up
Using AI tools
within University
education
AI tools can be used for various
purposes in university education:
• enhancing learning (EU: TutorAI,
MathsGee),
• supporting research: Elicit,
SemanticScholar = free
• facilitating communication: EU
DeepL (now integration for
Windows),
• And: enhancing assessment
options.
Impact of AI tools
on University
Education
AI tools pose challenges and risks:
o academic integrity
o quality assurance
o ethical standards in university
education.
Main focus
Explore the current and potential use of AI tools in assessments.
10
Topics
Using and understanding current
AI assessment options
Current trends in AI tools
Online exams Proctoring tools
AI assessment tools scope
Benefits and drawbacks
Guidelines and best practices
Current
trends:
AI tools in
education?
Scaling: university needs to expand, as
well as attract more students or
learners / alumni / work closer with
business
Student support: personalized
learning, tutoring support…
Expand online learner reach
Disruption
UNESCO report: Education in the age of AI (2023)
Proctoring
tools
AI-based Proctoring
Systems
AI-based proctoring system (AIPS) is a
technology-enabled approach used to
monitor and invigilate online exams,
assessments, or tests.
Increasing
amount of
options
facial recognition (including eye tracking)
Screen monitoring
voice analysis
Browser lockdown
Keystroke analysis
Real-time monitoring
Recording monitoring
Some AIPS
examples
 Constructor Proctor. An online proctoring tool
to detect mobile phone, book, laptop, multiple
people, key press, and tab switch during the
exam (EU).
 Proview: A proctoring SDK for Android that
integrates with various assessment platforms
and uses AI to detect cheating behavior.
 Proctoring-AI: A GIThub software for automatic
monitoring in online proctoring that uses
computer vision and natural language
processing to analyze the video and audio of
the test-taker.
Implementation
brings questions:
Ethics?
Privacy concerns,
Student consent,
Accountability for both
universities as well as students,
etc.
Considerations using a proctoring tool
 Compatibility with the LMS / platform and student devices.
 Inform the students about the proctoring tool and its features.
Provide clear instructions and expectations for the online exam,
such as the testing rules, the duration, the allowed material.
 Have the students sign an honesty statement prior to being
allowed to see the test. This can help to promote academic
integrity and remind students of the consequences of cheating
behavior.
 Use a lockdown browser to minimize external help. A lockdown
browser is a software that prevents the students from accessing
other applications, websites, or files during the exam (no copy-
paste, print …).
 Use question pools so no two exams are alike. Question pools are
sets of questions that are randomly selected and presented to the
students. It reduces chances of copying or sharing answers among
students.
AI assessment tools:
- support for students
- teacher tool
Word of
warning 
What makes a good assessment?
• Covering knowledge or experiences provided
• Including multiple levels of understanding/implementation
• Ranging in difficulty
• Providing a good granularity for grading
A nice tight combination with the content provided.
Assessment combined
with course creation
• Coursefactory AI co-pilot: build courses, while integrating
assessments/quizzes in the same effort (e.g. multiple
choice, fill in the blancs, open ended questions and
evaluation)
• Nolej.ai to create interactive material, from your own
databanks, while optimizing the alignment of content
and assessments.
AI assessment tools for
written assignments
• EssayGrader - Grade essays with the power of AI
(including a summarizer to get the overall gist of an
essay.)
• QuestionPaper AI to create a set of questions for
each student’s story, based on the content, style,
and theme of the story. The questions were
designed to test the students’ comprehension,
analysis, and evaluation of their own work, as well
as their creativity and originality.
Questions on AI tools?
And a quick stretch for those of us who have been
seated the whole time…
Student AI tools
during tests?
To use AI, or not to use
AI, that is the question.
Students can’t use AI tools during tests
These are assessments where the use of AI tools
would compromise the learning outcomes, the validity,
or the fairness of the assessment.
For example: multiple choice questions, short
answer questions, or essays that require
students to demonstrate their own knowledge,
understanding, or critical thinking skills.
Assistive AI assessment use
AI tools can be used in an assistive role. These are assessments where
the use of AI tools can support or enhance the students’ learning
process, but not replace their own work or judgment.
For example, AI tools that can help with idea generation (e.g. Bing
Chat Enterprise), planning, data mapping (e.g. ChartGPT), referencing,
or feedback. Or chatbots that assist the students learning progress.
Integral use for assessments
For example, AI tools that can help with data analysis, problem solving,
creativity, or innovation.
AI has an integral role. These are assessments where the use of AI tools is
expected or required, and where students need to demonstrate their ability
to use AI tools effectively and critically.
Benefits and drawbacks
Benefits of
using AI
assessment
tools
Improving the efficiency and scalability of assessment
(reducing the workload and time required for
marking, grading, or providing feedback).
Enhancing the diversity and flexibility of assessment
(more personalised, adaptive, and formative
assessment methods and formats).
Drawbacks
of using AI
assessments
tools
Threatening the integrity and quality of assessment
Raising ethical and legal issues, by involving the use of
personal data, intellectual property, or sensitive
information, and by requiring the compliance with data
protection, privacy, or consent regulations and policies.
Creating digital divides and inequalities, by requiring
access to technology, internet, or digital literacy, and by
creating gaps or biases between different groups of
students, staff, or institutions.
Pedagogical options using AI
Integrating AI in student activities
 Creative writing task. The teacher assigns a creative writing task to the students, asking them to write
a short story based on a prompt. The teacher also asks the students to share their writing process:
how they came up with the idea, what challenges they faced, and what feedback they received from
peers (in case of peer evaluation as part of the writing process).
 Activity plus side notes. The teacher asks students to answer a set of questions regarding the process
in a separate document from a writing/production activity, and submit both the story/product and
the answers regarding the process to the assessment. The questions include citing any sources or
tools the students used for their writing, product realization, … including AI tools.
 Plagiarism checkers. The teacher can use plagiarism checkers and readability analyzers, to verify the
authenticity and quality of the stories. In this case it is crucial to share that fact in advance with the
students to create an environment of transparency. (Be warned, students are smart)
 Ethics discussion. Any learning/teaching activity including an AI tool, provides a good opportunity to
discuss ethical and academic implications of presenting AI-generated content as one’s own.
AI tools as learning assistants for students
POE chatbot for many
platforms and purposes.
AI-mentor: mostly aimed
at skills – personal and
professional.
Quillbot (re)writing in
style and timbre
AI-tutor: UK-based math
AI tutor.
Guidelines
and best
practices
Does your university have guidelines on AI
use in classes?
Yes = thumbs up
AI literacy
Source https://paradoxlearning.com/e-
learning/developing-ai-literacy-for-ld/
Educate students on ethical AI use
Ethical guidelines on the use of artificial intelligence and data in teaching
and learning for educators (EU)
 The guidelines provide practical advice and examples on how to
integrate the effective and ethical use of AI and data into school
education
 How to develop the relevant competences among teachers/ students.
 Teachers can use AI tools as a catalyst to foster dialogue and debate
among students, as well as with other stakeholders, such as parents,
experts, or policymakers.
 Teachers can use AI tools as a model to demonstrate and exemplify the
ethical principles and values that should guide the use of AI in
education and beyond
Have you heard or tested https://roft.io/ (identify fake or real text, it is a
game)
Guidelines
Students and staff need to follow and adhere to the policies and guidelines of
academic integrity, quality assurance, and ethical standards, and to report and address
any cases of misuse or misconduct.
Example guidelines
• University of Greenwich (UK) https://www.gre.ac.uk/articles/public-
relations/guidance-on-the-use-of-artificial-intelligence-ai
• KULeuven (Belgium)
https://www.kuleuven.be/english/education/student/educational-tools/generative-
artificial-intelligence
Join AI for Teachers (LinkedIn)
Conclusion
•
AI tools can help
But also pose some risks
Use them with caution
Source: Bing Chat enterprise haiku
o AI tools have the potential to transform the way
assessment is designed, delivered, and evaluated.
o The implementation comes with challenges and
risks for academic integrity, quality assurance, and
ethical standards
o A clear university wide regulation for all
stakeholders is needed to ensure their appropriate
and effective use.
o Students and staff need to embrace and engage
with AI tools in assessment, as an opportunity to
enhance their learning, research, and innovation.
Useful resources for AI use
• How to prevent hallucinations. Zapier article (useful when
using AI tools for content creation, Sep 2023)
• OpenRefine. Free open-source tool for data cleaning
(useful for students)
• Timeline of AI up until now. A nice interactive chart and
descriptions.
• Learning prompts (or buying them):
https://promptbase.com/
Two AI repositories (nice to find latest and highest evaluated
tools:
• Futurepedia, an AI tool repository
• There’s an AI for That, another AI tool repository
www.innoenergy.com
EIT InnoEnergy
Kennispoort 6th floor
John F. Kennedylaan 2
5612 AB Eindhoven
The Netherlands
Info@innoenergy.com
Inge de Waard – Questions?
• LinkedIn: https://www.linkedin.com/in/ingedewaard/
• Inge.dewaard@innoenergy.com

More Related Content

What's hot

What's hot (20)

A Framework for Navigating Generative Artificial Intelligence for Enterprise
A Framework for Navigating Generative Artificial Intelligence for EnterpriseA Framework for Navigating Generative Artificial Intelligence for Enterprise
A Framework for Navigating Generative Artificial Intelligence for Enterprise
 
Using Generative AI in the Classroom .pptx
Using Generative AI in the Classroom .pptxUsing Generative AI in the Classroom .pptx
Using Generative AI in the Classroom .pptx
 
Ai in Higher Education
Ai in Higher EducationAi in Higher Education
Ai in Higher Education
 
ChatGPT, Generative AI and Microsoft Copilot: Step Into the Future - Geoff Ab...
ChatGPT, Generative AI and Microsoft Copilot: Step Into the Future - Geoff Ab...ChatGPT, Generative AI and Microsoft Copilot: Step Into the Future - Geoff Ab...
ChatGPT, Generative AI and Microsoft Copilot: Step Into the Future - Geoff Ab...
 
ChatGPT 顛覆傳統的科技創新 - 不僅文字工作者會被AI取代?
ChatGPT 顛覆傳統的科技創新 - 不僅文字工作者會被AI取代?ChatGPT 顛覆傳統的科技創新 - 不僅文字工作者會被AI取代?
ChatGPT 顛覆傳統的科技創新 - 不僅文字工作者會被AI取代?
 
Exploring Opportunities in the Generative AI Value Chain.pdf
Exploring Opportunities in the Generative AI Value Chain.pdfExploring Opportunities in the Generative AI Value Chain.pdf
Exploring Opportunities in the Generative AI Value Chain.pdf
 
ChatGPT for Academic
ChatGPT for AcademicChatGPT for Academic
ChatGPT for Academic
 
Introduction To Artificial Intelligence PowerPoint Presentation Slides
Introduction To Artificial Intelligence PowerPoint Presentation SlidesIntroduction To Artificial Intelligence PowerPoint Presentation Slides
Introduction To Artificial Intelligence PowerPoint Presentation Slides
 
An Introduction to Generative AI - May 18, 2023
An Introduction  to Generative AI - May 18, 2023An Introduction  to Generative AI - May 18, 2023
An Introduction to Generative AI - May 18, 2023
 
LanGCHAIN Framework
LanGCHAIN FrameworkLanGCHAIN Framework
LanGCHAIN Framework
 
ChatGPT Deck.pptx
ChatGPT Deck.pptxChatGPT Deck.pptx
ChatGPT Deck.pptx
 
ChatGPT Prompt Tips
ChatGPT Prompt TipsChatGPT Prompt Tips
ChatGPT Prompt Tips
 
Generative AI Use-cases for Enterprise - First Session
Generative AI Use-cases for Enterprise - First SessionGenerative AI Use-cases for Enterprise - First Session
Generative AI Use-cases for Enterprise - First Session
 
AI for SDGs and International Development - Basics of AI
AI for SDGs and International Development - Basics of AIAI for SDGs and International Development - Basics of AI
AI for SDGs and International Development - Basics of AI
 
10 Key Considerations for AI/ML Model Governance
10 Key Considerations for AI/ML Model Governance10 Key Considerations for AI/ML Model Governance
10 Key Considerations for AI/ML Model Governance
 
AI & ML
AI & MLAI & ML
AI & ML
 
ChatGPT in Education
ChatGPT in EducationChatGPT in Education
ChatGPT in Education
 
Leveraging Generative AI & Best practices
Leveraging Generative AI & Best practicesLeveraging Generative AI & Best practices
Leveraging Generative AI & Best practices
 
Artificial intelligence my ppt by hemant sankhla
Artificial intelligence my ppt by hemant sankhlaArtificial intelligence my ppt by hemant sankhla
Artificial intelligence my ppt by hemant sankhla
 
Chatgpt.pptx
Chatgpt.pptxChatgpt.pptx
Chatgpt.pptx
 

Similar to Keynote AI assessment tools: online exams and tools.pptx

AI in Education-Generavvvvvvvvvvvl.pptx.pptx
AI in Education-Generavvvvvvvvvvvl.pptx.pptxAI in Education-Generavvvvvvvvvvvl.pptx.pptx
AI in Education-Generavvvvvvvvvvvl.pptx.pptx
coc7987515756
 
teaching-with-ai-a-journey-through-different-types-2023-9-28-15-5-25.pptx
teaching-with-ai-a-journey-through-different-types-2023-9-28-15-5-25.pptxteaching-with-ai-a-journey-through-different-types-2023-9-28-15-5-25.pptx
teaching-with-ai-a-journey-through-different-types-2023-9-28-15-5-25.pptx
RoscelJoyMJarantilla
 
Digital final pres
Digital final presDigital final pres
Digital final pres
cheriser
 

Similar to Keynote AI assessment tools: online exams and tools.pptx (20)

OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptx
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptxOEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptx
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptx
 
intro_to_gen_ai_tools.pdf
intro_to_gen_ai_tools.pdfintro_to_gen_ai_tools.pdf
intro_to_gen_ai_tools.pdf
 
Artificial Intelligence (AI) in Education-General.pptx.pdf
Artificial Intelligence (AI) in Education-General.pptx.pdfArtificial Intelligence (AI) in Education-General.pptx.pdf
Artificial Intelligence (AI) in Education-General.pptx.pdf
 
AI in Education-Generavvvvvvvvvvvl.pptx.pptx
AI in Education-Generavvvvvvvvvvvl.pptx.pptxAI in Education-Generavvvvvvvvvvvl.pptx.pptx
AI in Education-Generavvvvvvvvvvvl.pptx.pptx
 
Benefits and use cases of AI in education.pdf
Benefits and use cases of AI in education.pdfBenefits and use cases of AI in education.pdf
Benefits and use cases of AI in education.pdf
 
_How AI is Transforming the Educational Technology Industry.pdf
_How AI is Transforming the Educational Technology Industry.pdf_How AI is Transforming the Educational Technology Industry.pdf
_How AI is Transforming the Educational Technology Industry.pdf
 
Empowering Future-Ready Students: Teaching AI Ethics and Information Literacy...
Empowering Future-Ready Students: Teaching AI Ethics and Information Literacy...Empowering Future-Ready Students: Teaching AI Ethics and Information Literacy...
Empowering Future-Ready Students: Teaching AI Ethics and Information Literacy...
 
PhD In Education Data Using AI And Multimodal Analytics - Recent Trends Of 20...
PhD In Education Data Using AI And Multimodal Analytics - Recent Trends Of 20...PhD In Education Data Using AI And Multimodal Analytics - Recent Trends Of 20...
PhD In Education Data Using AI And Multimodal Analytics - Recent Trends Of 20...
 
teaching-with-ai-a-journey-through-different-types-2023-9-28-15-5-25.pptx
teaching-with-ai-a-journey-through-different-types-2023-9-28-15-5-25.pptxteaching-with-ai-a-journey-through-different-types-2023-9-28-15-5-25.pptx
teaching-with-ai-a-journey-through-different-types-2023-9-28-15-5-25.pptx
 
The_potential_future_of_AI_in_education_and_student_assessment_.pdf
The_potential_future_of_AI_in_education_and_student_assessment_.pdfThe_potential_future_of_AI_in_education_and_student_assessment_.pdf
The_potential_future_of_AI_in_education_and_student_assessment_.pdf
 
The potential future of AI in education and student assessment .pdf
The potential future of AI in education and student assessment .pdfThe potential future of AI in education and student assessment .pdf
The potential future of AI in education and student assessment .pdf
 
Assistive Technology Webquest - Whitlow
Assistive Technology Webquest - WhitlowAssistive Technology Webquest - Whitlow
Assistive Technology Webquest - Whitlow
 
Digital final pres
Digital final presDigital final pres
Digital final pres
 
Digital final pres
Digital final presDigital final pres
Digital final pres
 
ai_and_you_slide_template.pptx
ai_and_you_slide_template.pptxai_and_you_slide_template.pptx
ai_and_you_slide_template.pptx
 
AIinSchools the using and benefits .pptx
AIinSchools the using and benefits .pptxAIinSchools the using and benefits .pptx
AIinSchools the using and benefits .pptx
 
Artificial Intelligence (A.I.) in Schools (PPT)
Artificial Intelligence (A.I.) in Schools (PPT)Artificial Intelligence (A.I.) in Schools (PPT)
Artificial Intelligence (A.I.) in Schools (PPT)
 
Ijaie
IjaieIjaie
Ijaie
 
PGDEtechnology1
PGDEtechnology1PGDEtechnology1
PGDEtechnology1
 
LInternational Journal of Artificial Intelligence in Education(IJAIE)
LInternational Journal of Artificial Intelligence in Education(IJAIE) LInternational Journal of Artificial Intelligence in Education(IJAIE)
LInternational Journal of Artificial Intelligence in Education(IJAIE)
 

More from Inge de Waard

More from Inge de Waard (20)

AI Toolkit for Educators
AI Toolkit for EducatorsAI Toolkit for Educators
AI Toolkit for Educators
 
20230329 AUW talk AI in education.pptx
20230329 AUW talk AI in education.pptx20230329 AUW talk AI in education.pptx
20230329 AUW talk AI in education.pptx
 
OEB CoP November 2022 overview ppt.pptx
OEB CoP November 2022 overview ppt.pptxOEB CoP November 2022 overview ppt.pptx
OEB CoP November 2022 overview ppt.pptx
 
2021 KTH SoTL keynote on Learning Spaces
2021 KTH SoTL keynote on Learning Spaces2021 KTH SoTL keynote on Learning Spaces
2021 KTH SoTL keynote on Learning Spaces
 
A conceptual framework for learners self directing their learning
A conceptual framework for learners self directing their learningA conceptual framework for learners self directing their learning
A conceptual framework for learners self directing their learning
 
Online evaluations: using proctoring tools, Open book assessments and Group E...
Online evaluations: using proctoring tools, Open book assessments and Group E...Online evaluations: using proctoring tools, Open book assessments and Group E...
Online evaluations: using proctoring tools, Open book assessments and Group E...
 
Student & Learner evaluation during and post COVID19
Student & Learner evaluation during and post COVID19Student & Learner evaluation during and post COVID19
Student & Learner evaluation during and post COVID19
 
Blockchain in education: let's not exaggerate!
Blockchain in education: let's not exaggerate!Blockchain in education: let's not exaggerate!
Blockchain in education: let's not exaggerate!
 
Building the Skills Engine: our dreams realise the future
Building the Skills Engine: our dreams realise the futureBuilding the Skills Engine: our dreams realise the future
Building the Skills Engine: our dreams realise the future
 
Learners self-directing their learning in MOOCs #Ectel2019
Learners self-directing their learning in MOOCs #Ectel2019Learners self-directing their learning in MOOCs #Ectel2019
Learners self-directing their learning in MOOCs #Ectel2019
 
Artificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 projectArtificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 project
 
Artificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 projectArtificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 project
 
MobiMOOC design of a community MOOC
MobiMOOC design of a community MOOCMobiMOOC design of a community MOOC
MobiMOOC design of a community MOOC
 
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...UNESCO learning week: HR, adaptive learning in the Deap project questioning i...
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...
 
Old philosophers and new learning an intro
Old philosophers and new learning an introOld philosophers and new learning an intro
Old philosophers and new learning an intro
 
MOOCs and personal learning: reality or myth?
MOOCs and personal learning: reality or myth?MOOCs and personal learning: reality or myth?
MOOCs and personal learning: reality or myth?
 
Cost and time efficient dynamic learning def
Cost and time efficient dynamic learning defCost and time efficient dynamic learning def
Cost and time efficient dynamic learning def
 
Instructional Design Variation matrix - work in progress
Instructional Design Variation matrix - work in progressInstructional Design Variation matrix - work in progress
Instructional Design Variation matrix - work in progress
 
artificial intelligence - in need of an ethical layer?
artificial intelligence - in need of an ethical layer?artificial intelligence - in need of an ethical layer?
artificial intelligence - in need of an ethical layer?
 
Towards blended learning
Towards blended learning Towards blended learning
Towards blended learning
 

Recently uploaded

Personalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes GuàrdiaPersonalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes Guàrdia
EADTU
 
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
中 央社
 

Recently uploaded (20)

Trauma-Informed Leadership - Five Practical Principles
Trauma-Informed Leadership - Five Practical PrinciplesTrauma-Informed Leadership - Five Practical Principles
Trauma-Informed Leadership - Five Practical Principles
 
ANTI PARKISON DRUGS.pptx
ANTI         PARKISON          DRUGS.pptxANTI         PARKISON          DRUGS.pptx
ANTI PARKISON DRUGS.pptx
 
Personalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes GuàrdiaPersonalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes Guàrdia
 
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
 
An overview of the various scriptures in Hinduism
An overview of the various scriptures in HinduismAn overview of the various scriptures in Hinduism
An overview of the various scriptures in Hinduism
 
AIM of Education-Teachers Training-2024.ppt
AIM of Education-Teachers Training-2024.pptAIM of Education-Teachers Training-2024.ppt
AIM of Education-Teachers Training-2024.ppt
 
VAMOS CUIDAR DO NOSSO PLANETA! .
VAMOS CUIDAR DO NOSSO PLANETA!                    .VAMOS CUIDAR DO NOSSO PLANETA!                    .
VAMOS CUIDAR DO NOSSO PLANETA! .
 
Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships
Spring gala 2024 photo slideshow - Celebrating School-Community PartnershipsSpring gala 2024 photo slideshow - Celebrating School-Community Partnerships
Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships
 
ESSENTIAL of (CS/IT/IS) class 07 (Networks)
ESSENTIAL of (CS/IT/IS) class 07 (Networks)ESSENTIAL of (CS/IT/IS) class 07 (Networks)
ESSENTIAL of (CS/IT/IS) class 07 (Networks)
 
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...
 
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading RoomSternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
 
male presentation...pdf.................
male presentation...pdf.................male presentation...pdf.................
male presentation...pdf.................
 
Including Mental Health Support in Project Delivery, 14 May.pdf
Including Mental Health Support in Project Delivery, 14 May.pdfIncluding Mental Health Support in Project Delivery, 14 May.pdf
Including Mental Health Support in Project Delivery, 14 May.pdf
 
Basic Civil Engineering notes on Transportation Engineering & Modes of Transport
Basic Civil Engineering notes on Transportation Engineering & Modes of TransportBasic Civil Engineering notes on Transportation Engineering & Modes of Transport
Basic Civil Engineering notes on Transportation Engineering & Modes of Transport
 
Observing-Correct-Grammar-in-Making-Definitions.pptx
Observing-Correct-Grammar-in-Making-Definitions.pptxObserving-Correct-Grammar-in-Making-Definitions.pptx
Observing-Correct-Grammar-in-Making-Definitions.pptx
 
How To Create Editable Tree View in Odoo 17
How To Create Editable Tree View in Odoo 17How To Create Editable Tree View in Odoo 17
How To Create Editable Tree View in Odoo 17
 
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
 
Book Review of Run For Your Life Powerpoint
Book Review of Run For Your Life PowerpointBook Review of Run For Your Life Powerpoint
Book Review of Run For Your Life Powerpoint
 
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...
 
Mattingly "AI and Prompt Design: LLMs with NER"
Mattingly "AI and Prompt Design: LLMs with NER"Mattingly "AI and Prompt Design: LLMs with NER"
Mattingly "AI and Prompt Design: LLMs with NER"
 

Keynote AI assessment tools: online exams and tools.pptx

  • 1. Educational assessment in an AI world Inge de Waard. 16 November 2023. Virtually between Graz (Austria) and Maribor (Slovenia). All pictures created with Bing Enterprise (= Dall-E 3)
  • 2. How do we Teachers cope in times of AI? • Teacher tasks in times of AI: learning, teaching, research, university admin… • Using AI in combination with human analysis (critical thinking, peer knowledge building…)
  • 3. What is AI? Everyone and no one knows AI tools ? Software applications that use artificial intelligence (AI) techniques: o natural language processing o machine learning o deep learning But at the end … us teachers need to teach, and learn with it.
  • 4. Is AI in Education here to stay? Do you know of any type of technology that was invented, but then stopped due to reasons of having a negative influence on our planet/people? If so, please put it as a short answer in the chat
  • 5. The European University Association promotes responsible use While GenAI is increasingly implemented, the EUA made a statement (with documentation) to move towards a consistent, transparent responsible use of AI (the EUA took this position on 14 Feb 2023)
  • 6. A good start … sets the stage Are you using AI to create or support assignments? • Yes = thumbs up
  • 7. Using AI tools within University education AI tools can be used for various purposes in university education: • enhancing learning (EU: TutorAI, MathsGee), • supporting research: Elicit, SemanticScholar = free • facilitating communication: EU DeepL (now integration for Windows), • And: enhancing assessment options.
  • 8. Impact of AI tools on University Education AI tools pose challenges and risks: o academic integrity o quality assurance o ethical standards in university education.
  • 9. Main focus Explore the current and potential use of AI tools in assessments.
  • 10. 10 Topics Using and understanding current AI assessment options Current trends in AI tools Online exams Proctoring tools AI assessment tools scope Benefits and drawbacks Guidelines and best practices
  • 11. Current trends: AI tools in education? Scaling: university needs to expand, as well as attract more students or learners / alumni / work closer with business Student support: personalized learning, tutoring support… Expand online learner reach
  • 12. Disruption UNESCO report: Education in the age of AI (2023)
  • 14. AI-based Proctoring Systems AI-based proctoring system (AIPS) is a technology-enabled approach used to monitor and invigilate online exams, assessments, or tests.
  • 15. Increasing amount of options facial recognition (including eye tracking) Screen monitoring voice analysis Browser lockdown Keystroke analysis Real-time monitoring Recording monitoring
  • 16. Some AIPS examples  Constructor Proctor. An online proctoring tool to detect mobile phone, book, laptop, multiple people, key press, and tab switch during the exam (EU).  Proview: A proctoring SDK for Android that integrates with various assessment platforms and uses AI to detect cheating behavior.  Proctoring-AI: A GIThub software for automatic monitoring in online proctoring that uses computer vision and natural language processing to analyze the video and audio of the test-taker.
  • 17. Implementation brings questions: Ethics? Privacy concerns, Student consent, Accountability for both universities as well as students, etc.
  • 18. Considerations using a proctoring tool  Compatibility with the LMS / platform and student devices.  Inform the students about the proctoring tool and its features. Provide clear instructions and expectations for the online exam, such as the testing rules, the duration, the allowed material.  Have the students sign an honesty statement prior to being allowed to see the test. This can help to promote academic integrity and remind students of the consequences of cheating behavior.  Use a lockdown browser to minimize external help. A lockdown browser is a software that prevents the students from accessing other applications, websites, or files during the exam (no copy- paste, print …).  Use question pools so no two exams are alike. Question pools are sets of questions that are randomly selected and presented to the students. It reduces chances of copying or sharing answers among students.
  • 19. AI assessment tools: - support for students - teacher tool
  • 21. What makes a good assessment? • Covering knowledge or experiences provided • Including multiple levels of understanding/implementation • Ranging in difficulty • Providing a good granularity for grading A nice tight combination with the content provided.
  • 22. Assessment combined with course creation • Coursefactory AI co-pilot: build courses, while integrating assessments/quizzes in the same effort (e.g. multiple choice, fill in the blancs, open ended questions and evaluation) • Nolej.ai to create interactive material, from your own databanks, while optimizing the alignment of content and assessments.
  • 23. AI assessment tools for written assignments • EssayGrader - Grade essays with the power of AI (including a summarizer to get the overall gist of an essay.) • QuestionPaper AI to create a set of questions for each student’s story, based on the content, style, and theme of the story. The questions were designed to test the students’ comprehension, analysis, and evaluation of their own work, as well as their creativity and originality.
  • 24. Questions on AI tools? And a quick stretch for those of us who have been seated the whole time…
  • 25. Student AI tools during tests? To use AI, or not to use AI, that is the question.
  • 26. Students can’t use AI tools during tests These are assessments where the use of AI tools would compromise the learning outcomes, the validity, or the fairness of the assessment. For example: multiple choice questions, short answer questions, or essays that require students to demonstrate their own knowledge, understanding, or critical thinking skills.
  • 27. Assistive AI assessment use AI tools can be used in an assistive role. These are assessments where the use of AI tools can support or enhance the students’ learning process, but not replace their own work or judgment. For example, AI tools that can help with idea generation (e.g. Bing Chat Enterprise), planning, data mapping (e.g. ChartGPT), referencing, or feedback. Or chatbots that assist the students learning progress.
  • 28. Integral use for assessments For example, AI tools that can help with data analysis, problem solving, creativity, or innovation. AI has an integral role. These are assessments where the use of AI tools is expected or required, and where students need to demonstrate their ability to use AI tools effectively and critically.
  • 30. Benefits of using AI assessment tools Improving the efficiency and scalability of assessment (reducing the workload and time required for marking, grading, or providing feedback). Enhancing the diversity and flexibility of assessment (more personalised, adaptive, and formative assessment methods and formats).
  • 31. Drawbacks of using AI assessments tools Threatening the integrity and quality of assessment Raising ethical and legal issues, by involving the use of personal data, intellectual property, or sensitive information, and by requiring the compliance with data protection, privacy, or consent regulations and policies. Creating digital divides and inequalities, by requiring access to technology, internet, or digital literacy, and by creating gaps or biases between different groups of students, staff, or institutions.
  • 33. Integrating AI in student activities  Creative writing task. The teacher assigns a creative writing task to the students, asking them to write a short story based on a prompt. The teacher also asks the students to share their writing process: how they came up with the idea, what challenges they faced, and what feedback they received from peers (in case of peer evaluation as part of the writing process).  Activity plus side notes. The teacher asks students to answer a set of questions regarding the process in a separate document from a writing/production activity, and submit both the story/product and the answers regarding the process to the assessment. The questions include citing any sources or tools the students used for their writing, product realization, … including AI tools.  Plagiarism checkers. The teacher can use plagiarism checkers and readability analyzers, to verify the authenticity and quality of the stories. In this case it is crucial to share that fact in advance with the students to create an environment of transparency. (Be warned, students are smart)  Ethics discussion. Any learning/teaching activity including an AI tool, provides a good opportunity to discuss ethical and academic implications of presenting AI-generated content as one’s own.
  • 34. AI tools as learning assistants for students POE chatbot for many platforms and purposes. AI-mentor: mostly aimed at skills – personal and professional. Quillbot (re)writing in style and timbre AI-tutor: UK-based math AI tutor.
  • 36. Does your university have guidelines on AI use in classes? Yes = thumbs up
  • 38. Educate students on ethical AI use Ethical guidelines on the use of artificial intelligence and data in teaching and learning for educators (EU)  The guidelines provide practical advice and examples on how to integrate the effective and ethical use of AI and data into school education  How to develop the relevant competences among teachers/ students.  Teachers can use AI tools as a catalyst to foster dialogue and debate among students, as well as with other stakeholders, such as parents, experts, or policymakers.  Teachers can use AI tools as a model to demonstrate and exemplify the ethical principles and values that should guide the use of AI in education and beyond Have you heard or tested https://roft.io/ (identify fake or real text, it is a game)
  • 39. Guidelines Students and staff need to follow and adhere to the policies and guidelines of academic integrity, quality assurance, and ethical standards, and to report and address any cases of misuse or misconduct. Example guidelines • University of Greenwich (UK) https://www.gre.ac.uk/articles/public- relations/guidance-on-the-use-of-artificial-intelligence-ai • KULeuven (Belgium) https://www.kuleuven.be/english/education/student/educational-tools/generative- artificial-intelligence
  • 40. Join AI for Teachers (LinkedIn)
  • 41. Conclusion • AI tools can help But also pose some risks Use them with caution Source: Bing Chat enterprise haiku o AI tools have the potential to transform the way assessment is designed, delivered, and evaluated. o The implementation comes with challenges and risks for academic integrity, quality assurance, and ethical standards o A clear university wide regulation for all stakeholders is needed to ensure their appropriate and effective use. o Students and staff need to embrace and engage with AI tools in assessment, as an opportunity to enhance their learning, research, and innovation.
  • 42. Useful resources for AI use • How to prevent hallucinations. Zapier article (useful when using AI tools for content creation, Sep 2023) • OpenRefine. Free open-source tool for data cleaning (useful for students) • Timeline of AI up until now. A nice interactive chart and descriptions. • Learning prompts (or buying them): https://promptbase.com/ Two AI repositories (nice to find latest and highest evaluated tools: • Futurepedia, an AI tool repository • There’s an AI for That, another AI tool repository
  • 43. www.innoenergy.com EIT InnoEnergy Kennispoort 6th floor John F. Kennedylaan 2 5612 AB Eindhoven The Netherlands Info@innoenergy.com Inge de Waard – Questions? • LinkedIn: https://www.linkedin.com/in/ingedewaard/ • Inge.dewaard@innoenergy.com

Editor's Notes

  1. , to generate or manipulate text, images, audio, or other types of data. Natural language processing (NLP) is a branch of artificial intelligence (AI) that deals with the interaction between computers and human languages, such as English, Chinese, or Arabic. NLP enables computers to understand, process, and generate natural language texts, such as emails, tweets, articles, or books. NLP also enables computers to perform tasks that involve natural language, such as language translation, sentiment analysis, text summarization, question answering, or chatbot development. NLP uses various techniques and methods, such as rule-based systems, statistical methods, or machine learning algorithms, to analyze and manipulate natural language data12. Machine learning (ML) is a subfield of AI that focuses on creating systems that can learn from data and improve their performance without being explicitly programmed. ML enables computers to discover patterns, make predictions, and perform tasks that are too complex or tedious for humans to do manually. ML uses various algorithms and models, such as decision trees, support vector machines, or neural networks, to learn from data and make decisions or recommendations13. Deep learning (DL) is a subfield of ML that uses artificial neural networks to model complex functions and processes. Neural networks are composed of layers of interconnected nodes that mimic the structure and function of biological neurons in the brain. DL enables computers to perform tasks that require high-level abstraction and representation, such as image recognition, speech synthesis, natural language generation, or face detection. DL uses various architectures and techniques, such as convolutional neural networks, recurrent neural networks, or generative adversarial networks, to learn from large amounts of data and produce realistic and accurate outputs14.
  2. Introduction – AI in general (including GenAI was given in prior presentations, so I will not go into the different aspects of AI in general but focus on AI assessments.
  3. EU based AI tools  TutorAI, a web-based platform that uses AI to provide personalized learning modules on various topics. You can enter a topic and the AI will return several lessons, examples, and quizzes for you to learn from. TutorAI was developed by Easy With AI, a company based in London, UK1.  MathsGee, an online platform that offers interactive math courses and exercises for students of all levels. MathsGee uses AI to adapt the content and difficulty to the student’s needs and progress. MathsGee was created by Edzai Zvobwo, a Zimbabwean entrepreneur who is based in Geneva, Switzerland2. DeepL is an AI-driven translation tool that was invented by DeepL GmbH, a company based in Cologne, Germany1. DeepL GmbH was founded in 2009 by Gereon Frahling and Leonard Fink, who were former Google employees and researchers2.
  4. Specifically related to the implications and recommendations for students and staff.
  5. The presentation is structured as follows: first, I will review some examples of AI tools that can be used in assessment, and categorise them according to their role and function. Second, I will analyse the benefits and drawbacks of using AI tools in assessment, and highlight some of the key issues and dilemmas that need to be addressed. Third, I will propose some guidelines and best practices for using AI tools in assessment, and suggest some ways to foster academic integrity and quality in the age of AI.
  6.  Facial Recognition: AI proctoring software uses facial recognition technology to verify the identity of the test-taker. It captures the test-taker's face during the authentication process and then continuously monitors the face throughout the exam to ensure the same person is taking the test. - Browser Lockdown: To prevent cheating, the AI proctoring software may lock down the test-taker's browser, limiting their ability to access external websites or applications during the exam. - Screen Monitoring: AI algorithms monitor the test-taker's screen to detect any suspicious activities, such as switching between windows, opening unauthorized applications, or attempting to copy-paste. - Keystroke Analysis: Some AI proctoring systems analyze the test-taker's keystrokes to detect unusual typing patterns that may indicate cheating or the presence of a second person. - Audio Analysis: The software may also monitor audio to detect any unusual sounds or voices in the background that could indicate unauthorized communication. - Real-time Monitoring: AI proctoring tools provide real-time monitoring, where human proctors or instructors can intervene if they detect any suspicious behavior through the AI system's alerts. - Recorded Sessions: In addition to real-time monitoring, AI proctoring systems often record the entire exam session. These recordings can be reviewed later for further analysis and evidence if any irregularities are suspected.
  7. .
  8. Guidelines and best practices for using AI tools in assessment: In this slide, I provide some recommendations and suggestions for using AI tools in assessment, and outline some strategies and actions to promote academic integrity and quality in the age of AI.
  9. Students and staff need to be trained and supported on how to use AI tools in assessment, and to develop the skills and competencies to evaluate, critique, and improve their use and outputs.
  10. Conclusion: AI tools have the potential to transform the way assessment is designed, delivered, and evaluated. The implementation comes with challenges and risks for academic integrity, quality assurance, and ethical standards A clear university wide regulation for all stakeholders is needed to ensure their appropriate and effective use. Students and staff need to embrace and engage with AI tools in assessment, as an opportunity to enhance their learning, research, and innovation. Rather pragmatic Haiku provided by Bing Enterprise Chat on the subject of AI tools
  11. Can this gif be replaced by a dall-E 3 generated gif?