Course Redesign Guidelines for AI in Assessment

Getting Started: Considerations and Best Practice

This infor­ma­tion is pro­vid­ed to assist you in updat­ing and imple­ment­ing assessment(s) that uti­lize AI in your course or cours­es.

Guiding Suggestions

  • Test your course assess­ments for AI vul­ner­a­bil­i­ty to see which assess­ments may require a redesign.
  • Start small – focus on the assess­ment that pos­es the great­est chal­lenge or has the high­est impact.
  • Align learn­ing out­comes with course assess­ments to see if updates or improve­ments may be required (this learn­ing out­come align­ment chart can assist).
  • Explore the AI Explo­rations page which has assess­ment exam­ples and ideas that align with the six dif­fer­ent AI assess­ment lanes.

While con­sid­er­ing changes to a course can be both excit­ing and chal­leng­ing, it is advis­able to start small. The resources avail­able on Teach Any­where con­sis­tent­ly empha­size this approach.

In addi­tion, the six AI assess­ment lanes of the NIC AI Assess­ment Scale pro­vide a use­ful frame­work to guide AI assess­ment updates.

List of Helpful Resources (Need to edit)
  • How Can I Use AI in Teach­ing?
  • How Can I Plan for AI Use?
  • AI FAQ
  • Primer on AI

Tips to Begin

  • Hav­ing a strong ratio­nale for the change will be moti­vat­ing.
  • Ratio­nale can also be shared with stu­dents to pro­vide con­text and increase rel­e­vance.
  • The learn­ing out­comes should clear­ly define the knowl­edge and skills stu­dents should demon­strate by the end of the course.
  • Deter­mine how the learn­ing out­comes align with course assess­ments or if updates or improve­ments may be required (this learn­ing out­come align­ment chart can assist).
  • Deter­mine which of the learn­ing out­comes could be enhanced by inte­grat­ing AI in the assess­ment.
  • Select an assess­ment that best mea­sures the course learn­ing outcome(s) and that aligns with teach­ing and learn­ing activ­i­ties (con­struc­tive align­ment).
  • There are numer­ous exam­ples of assess­ments that align with the six dif­fer­ent AI assess­ment lanes: AI Explo­rations.
  • CTLI can also help you with ideas and sug­ges­tions – email or cre­ate a helpdesk tick­et!
  • Ensure stu­dents have clear guide­lines and instruc­tions on how to appro­pri­ate­ly use AI.
  • Microsoft Copi­lot is cur­rent­ly the only AI tool approved for use at NIC. To access Copi­lot, users can log in at https://copilot.cloud.microsoft/ or use the Microsoft Edge brows­er side­bar with their NIC cre­den­tials. Addi­tion­al AI tools can be found here for instruc­tor use but only Copi­lot should be rec­om­mend­ed for stu­dent use.
  • Instruc­tors can­not require stu­dents to use AI unless it has been approved through NIC’s Pri­va­cy Impact Assess­ment (PIA) process so ensure you have alter­na­tives for stu­dents who do not con­sent to the use of AI.
  • Decide on how you will iden­ti­fy if the stu­dent has met the desired competencies/achieved the grade.
  • Pro­vide stu­dents with resources and train­ing on how to effec­tive­ly use AI. Instruc­tors can encour­age stu­dents to com­plete the “Arti­fi­cial Intel­li­gence Stu­dent Explo­ration Group”.
  • Ensure instruc­tions and cri­te­ria pro­vide stu­dents with clear and con­struc­tive guide­lines as well as mean­ing­ful feed­back that sup­ports stu­dent growth.
  • Guide stu­dents through the process, using clear and trans­par­ent lan­guage.
  • Ensure that stu­dents know how to appro­pri­ate­ly acknowl­edge their use of AI (dis­ci­pline spe­cif­ic): How to Cite AI — APA
  • Gath­er feed­back from stu­dents, peers and your own reflec­tions to eval­u­ate and revise the assess­ment as need­ed for future use. See Reflec­tive Prac­tice for mod­els for reflec­tion.
  • Stay informed on new AI tools and advance­ments to con­tin­u­ous­ly refine your course assess­ments.
  • Con­sid­er enhancing/changing the assess­ment based on your reflec­tion and feed­back.
  • Iden­ti­fy oth­er learn­ing out­comes and aligned course assess­ments that would also ben­e­fit from updates.
  • Repeat the above steps to redesign assess­ments to include the appro­pri­ate AI assess­ment lane.

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