Skip to main content
To KTH's start page

Lunch 'n' Learn: AI and examination

Documentation from Lunch ‘n’ Learn 2 October 2024

Published Oct 11, 2024

Increased access to powerful AI tools brings new opportunities and challenges in how we work with assessment and examination. In this Lunch’n’Learn, you will hear from Jane Bottomley, Elias Flening, and Richard Lee Davis as they share their experiences of conducting assessments in a world with generative AI.

Presenters

Per Olsson, Educational developer, E-learning, Digital learning, ITM, KTH. 

Jane Bottomley, Lecturer in English and communication, ITM, KTH.

Elias Flening, Lecturer and researcher, EECS, KTH. 

Richard Lee Davis, Assistant professor, E-learning, Digital learning, ITM, KTH. 

About the webinar

In this webinar, the following teachers and researchers share their experiences on AI and examination.  

Jane Bottomley

Jane is a lecturer in English and Communication. Over the past year, she has developed a writing assignment with students in Technical Communication that incorporates the use of generative AI tools. Students complete an assignment, using whichever tools they like, and then reflect on their use of these tools in their writing process. Jane will discuss the potential role of such reflective assignments in helping cultivate a critical, ethical approach to AI tools, and offer an insight into the student perspective on writing in the time of AI. 

Elias Flening

Elias is a researcher in project management at the Division of Network and Systems Engineering. Elias teaches several project-based courses, among others, and during the webinar, he will share his experiences on continuous assessment where access to generative AI tools is a reality for the students. He will also talk about how he works proactively to promote learning and prevent cheating.  

Richard Lee Davis

Richard is an assistant professor at the Division of Digital Learning. Richard has a background in the development and evaluation of AI tools and machine learning methods across different educational settings. During this Lunch and Learn, Richard will talk about how teachers can use generative AI tools in their assessment and examination work in an ethically justifiable way.

Table of contents of the video 

Here is a list of links that serve as a table of contents for the recording. Click on the link for the part you want to watch. When you get to KTH Play, click on the play button, and the video will start in the right place. All links lead to KTH Play.

  00:06 Intro 

01:07 Jane Bottomley on the student’s perspective on writing in a world of AI  

07:25 Elias Flening on the use of AI in project-based courses

21:06 Richard Lee Davis on ethical use of AI tools in assessment processes

References 

References mentioned in Jane Bottomley’s presentation:

  • Consoli, S. (2022) Practitioner research in a UK pre-sessional: The synergy between exploratory practice and student motivation, Journal of English for academic purposes, 57.

  • Fang, X. et al (2024) Bias of AI-generated content: an examination of news produced by large language models, Nature.

  • Feng (Kevin) Jiang, Ken Hyland, Does ChatGPT Argue Like Students? Bundles in Argumentative Essays, Applied Linguistics, 2024.

  • Malmström, H., Stöhr, C., and Ou, A. (2023) Chatbots and other AI for learning: A survey of use and views among university students in Sweden. Chalmers Studies in Communication and Learning in Higher Education 2023:1. 

References mentioned in Elias Flening’s presentation:

  • Mollick, E. (2024) ‘Post-apocalyptic education’, One Useful Thing, 30 August. Available at: https://www.oneusefulthing.org/p/post-apocalyptic-education 

  • Mollick, E. (2023) ‘How to use AI to do stuff: an opinionated guide’, One Useful Thing, 15 July. Available at: https://www.oneusefulthing.org/p/how-to-use-ai-to-do-stuff-an-opinionated 

Elias Flening's Course AI Policy Template (pdf 53 kB)

References mentioned in Richard Lee Davis’ presentation:

  • Swiecki, Z., Khosravi, H., Chen, G., Martinez-Maldonado, R., Lodge, J. M., Milligan, S., ... & Gašević, D. (2022). Assessment in the age of artificial intelligence. Computers and Education: Artificial Intelligence, 3, 100075.

  • https://teachingcommons.stanford.edu/teaching-guides/foundations-course-design/feedback-and-assessment/summative-assessment-and-feedback

  • Korde, R., & Paulus, P. B. (2017). Alternating individual and group idea generation: Finding the elusive synergy. Journal of Experimental Social Psychology, 70, 177-190.

  • Kooli, C., & Yusuf, N. (2024). Transforming educational assessment: Insights into the use of ChatGPT and large language models in grading. International Journal of Human–Computer Interaction, 1-12.

  • Tao, Y., Viberg, O., Baker, R. S., & Kizilcec, R. F. (2024). Cultural bias and cultural alignment of large language models. PNAS nexus, 3(9), page 346.

  • Manvi, R., Khanna, S., Burke, M., Lobell, D., & Ermon, S. (2024). Large language models are geographically biased. arXiv preprint arXiv:2402.02680.

  • Hofmann, V., Kalluri, P. R., Jurafsky, D., & King, S. (2024). AI generates covertly racist decisions about people based on their dialect. Nature, 1-8.

  • Nazaretsky, T., Mejia-Domenzain, P., Swamy, V., Frej, J., & Käser, T. (2024, September). AI or human? Evaluating student feedback perceptions in higher education. In European Conference on Technology Enhanced Learning (pp. 284-298). Cham: Springer Nature Switzerland 

News – education support