With rapid technology changes and easy access to generative artificial intelligence (GenAI), there is an opportunity and responsibility for educators to foster students' capabilities for using such technologies, paralleling what is available in the real world (AAIN, 2023; Rudolph et al., 2023). In the Southern Cross Model, core to assessment is the design of authentic tasks that are industry-relevant, hence, providing scope to incorporate responsible GenAI use. There can, however, be underlying tensions between the merit and integrity of assessment where GenAI technologies are allowed, particularly in the absence of reliable detection tools. TEQSA (2023) and the Australian Academic Integrity Network (AAIN, 2023) provide guidance on the appropriate use of GenAI, including upholding academic integrity and student assessment. At SCU, policy, procedures and guidelines for academic integrity and the use of GenAI technologies are consistent with TEQSA and the AAIN.
In brief, SCU supports the use of GenAI where it does not pose an unacceptable risk to the assurance of academic standards and integrity. Throughout 2023, the use of GenAI in assessment is a contemporary challenge in higher education. CTL have been providing support by working with Faculty and College academics to provide advice on how GenAI may or may not be incorporated into assessment. In this context, the team will present a resource to support academics in designing authentic assessment tasks while considering responsible and effective GenAI use. The resource incorporates current practice recommendations in higher education and SCU requirements for academic integrity and assessment. Using an iterative assessment design cycle framework, our resource has been developed to take academics through 7 steps – Design, Analyse, Act, Inform, Educate, Check, Evaluate – to consider GenAI in assessment. Overall, the resource provides guidance on the design of authentic assessment that can inspire students while integrating the responsible use of GenAI tools where appropriate. The approach supports students' digital literacy in a GenAI-enabled world, while meeting SCU policy and procedure requirements.
Australian Academic Integrity Network (AAIN) Generative AI Working Group. (2023). AAIN generative artificial intelligence guidelines. https://doi.org/10.26187/sbwr-kq49
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessment in higher education? Journal of Applied Learning & Teaching, 6(1). https://doi.org/10.37074/jalt.2023.6.1.9
TEQSA. (2023). Higher education good practice hub: Artificial intelligence. https://www.teqsa.gov.au/guides-resources/higher-education-good-practice-hub/artificial-intelligence#teqsa-resources