Education and Training Assessment and Artificial Intelligence. A Pragmatic Guide for Educators
The emergence of ChatGPT and similar new Generative AI tools has created concern about the validity of many current assessment methods in higher education, since learners might use these tools to complete those assessments. Here we review the current evidence on this issue and show that for assessme...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-02-01
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| Series: | British Journal of Biomedical Science |
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| Online Access: | https://www.frontierspartnerships.org/articles/10.3389/bjbs.2024.14049/full |
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| _version_ | 1832095943151845376 |
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| author | Philip M. Newton Sue Jones |
| author_facet | Philip M. Newton Sue Jones |
| author_sort | Philip M. Newton |
| collection | DOAJ |
| description | The emergence of ChatGPT and similar new Generative AI tools has created concern about the validity of many current assessment methods in higher education, since learners might use these tools to complete those assessments. Here we review the current evidence on this issue and show that for assessments like essays and multiple-choice exams, these concerns are legitimate: ChatGPT can complete them to a very high standard, quickly and cheaply. We consider how to assess learning in alternative ways, and the importance of retaining assessments of foundational core knowledge. This evidence is considered from the perspective of current professional regulations covering the professional registration of Biomedical Scientists and their Health and Care Professions Council (HCPC) approved education providers, although it should be broadly relevant across higher education. |
| format | Article |
| id | doaj-art-5ad83c8655824effa89622480196ac3a |
| institution | Kabale University |
| issn | 2474-0896 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | British Journal of Biomedical Science |
| spelling | doaj-art-5ad83c8655824effa89622480196ac3a2025-02-05T16:23:05ZengFrontiers Media S.A.British Journal of Biomedical Science2474-08962025-02-018110.3389/bjbs.2024.1404914049Education and Training Assessment and Artificial Intelligence. A Pragmatic Guide for EducatorsPhilip M. Newton0Sue Jones1Swansea University Medical School, Swansea University, Swansea, United KingdomInstitute of Biomedical Science, London, United KingdomThe emergence of ChatGPT and similar new Generative AI tools has created concern about the validity of many current assessment methods in higher education, since learners might use these tools to complete those assessments. Here we review the current evidence on this issue and show that for assessments like essays and multiple-choice exams, these concerns are legitimate: ChatGPT can complete them to a very high standard, quickly and cheaply. We consider how to assess learning in alternative ways, and the importance of retaining assessments of foundational core knowledge. This evidence is considered from the perspective of current professional regulations covering the professional registration of Biomedical Scientists and their Health and Care Professions Council (HCPC) approved education providers, although it should be broadly relevant across higher education.https://www.frontierspartnerships.org/articles/10.3389/bjbs.2024.14049/fullgenerative artificial intelligence (GenAI)assessment practicesacademic integrityprofessional regulationcheating |
| spellingShingle | Philip M. Newton Sue Jones Education and Training Assessment and Artificial Intelligence. A Pragmatic Guide for Educators British Journal of Biomedical Science generative artificial intelligence (GenAI) assessment practices academic integrity professional regulation cheating |
| title | Education and Training Assessment and Artificial Intelligence. A Pragmatic Guide for Educators |
| title_full | Education and Training Assessment and Artificial Intelligence. A Pragmatic Guide for Educators |
| title_fullStr | Education and Training Assessment and Artificial Intelligence. A Pragmatic Guide for Educators |
| title_full_unstemmed | Education and Training Assessment and Artificial Intelligence. A Pragmatic Guide for Educators |
| title_short | Education and Training Assessment and Artificial Intelligence. A Pragmatic Guide for Educators |
| title_sort | education and training assessment and artificial intelligence a pragmatic guide for educators |
| topic | generative artificial intelligence (GenAI) assessment practices academic integrity professional regulation cheating |
| url | https://www.frontierspartnerships.org/articles/10.3389/bjbs.2024.14049/full |
| work_keys_str_mv | AT philipmnewton educationandtrainingassessmentandartificialintelligenceapragmaticguideforeducators AT suejones educationandtrainingassessmentandartificialintelligenceapragmaticguideforeducators |