Here's How Students Should be Assessed in The Era of AI
It's time to rethink assessments.
As you already know, the educational landscape is undergoing a profound shift, fueled by rapid advancements in AI technology. However, while we embrace these innovations, it is crucial to acknowledge the limitations of conventional assessment methods such as multiple-choice questions and essays. With the rise of AI-powered tools and platforms, the potential for students to exploit these technologies for cheating has become a significant concern.
In my last article, I shed light on four crucial factors that demand the attention of educational institutions prior to the integration of AI. I emphasized the significance of exploring alternative assessment methods, steering away from conventional formats, which have proven susceptible to AI-powered cheating. To ensure the integrity of assessments and foster genuine learning, I suggested that educational institutions must turn to performance-based assessments.
In this edition of The Value Junction, I present a compelling case for the implementation of PBA, fortified by insights from prominent educational theories. I offer invaluable guidance on how to effectively integrate PBA into educational practices, while also showcasing the potential of AI tools in augmenting this transformative approach.
Understanding PBA
Performance-based assessment is an evaluative approach that focuses on students' ability to apply their knowledge and skills in real-world contexts. Unlike traditional assessments that rely solely on memorization and regurgitation of information, performance-based assessments assess students' competence through practical demonstrations and authentic tasks. There are two main types of performance-based assessments: product-oriented assessments and process-oriented assessments.
Product-oriented assessments evaluate the final outcome or product of students' work, such as a research paper, a project prototype, or a multimedia presentation. These assessments emphasize the quality and accuracy of the end result. Process-oriented assessments assess the steps, strategies, and decision-making processes students employ to reach the final product. This type of assessment focuses on understanding students' critical thinking, problem-solving, and metacognitive skills. Examples of process-oriented assessments include scientific investigations, debates, and portfolios.
Why PBAs work(The science and psychology behind their effectiveness)
Performance-based assessments (PBA) play a crucial role in nurturing the soft skills necessary for success in the real world. This aligns perfectly with Paulo Freire's concept of "praxis" which emphasizes the integration of theory and practice, where learning is rooted in authentic experiences. In his book, Pedagogy of the Oppressed, he defines praxis as "reflection and action directed at the structures to be transformed." PBAs embody this concept by providing students with opportunities to apply their knowledge and skills in practical, real-world contexts. Students develop a deeper understanding of concepts and cultivate critical thinking and problem-solving abilities when they engage in hands-on tasks.
Freire believed that education should be liberating and empower learners to challenge oppressive systems. PBAs embody this philosophy by promoting active participation, collaboration, and the application of knowledge in meaningful ways. Students are not passive recipients of information but active participants in their own learning, engaging in tasks that allow them to address real-life problems and explore diverse perspectives. This process cultivates a sense of agency and fosters a deeper understanding of the interconnectedness between academic content and social issues.
John Dewey's theory of "learning by doing" also supports the effectiveness of PBAs. According to Dewey, learning is most effective when it involves active engagement and experimentation. PBAs provide students with active learning experiences where they actively participate, collaborate, and reflect on their actions. By immersing themselves in authentic tasks, students make meaningful connections between concepts and real-life applications. This experiential learning process enhances retention, as well as the development of transferable skills and knowledge that can be applied beyond the classroom.
From a psychological perspective, PBAs align with the principles of constructivism, a learning theory that emphasizes learners' active construction of knowledge. PBAs allow students to construct meaning by actively applying their knowledge, collaborating with peers, and reflecting on their experiences. This hands-on engagement enhances motivation, as students see the direct relevance and practicality of what they are learning. This 2019 Havard study even shows that students learn more than they think they do when actively participating in the learning process. Moreover, PBAs promote metacognitive processes, as students must reflect on their own performance, identify areas for improvement, and develop strategies to enhance their future performances
Crucial questions to ask yourself and answer before implementing PBA
How does this performance-based assessment align with the broader educational goals and objectives for my students?
Does the chosen activity/product provide an authentic and meaningful context for students to apply their knowledge and skills?
How can I ensure that the criteria cover not only the content knowledge but also the process, quality of work, and the potential impact of students' performance?
How can I design a performance rubric that provides clear and specific criteria for assessment, while also allowing room for individuality and creativity?
How can I ensure fairness and objectivity in assessing students' performance while also valuing the uniqueness and diverse strengths of each student?
These thought-provoking questions help deepen one’s understanding of the purpose, relevance, and effectiveness of performance-based assessments, ensuring a meaningful and impactful learning experience for their students.
A few examples
Here are a few examples of PBA activities based on my favourite subjects in high school.
Subject: History
Intended Learning Outcome: Analyze historical events
PBA Activity: Create a multimedia presentation on the impact of Captain Thomas Sankara’s reign as president of Burkina Faso on present-day African society, including its relevance and implications. Students must incorporate primary and secondary sources, analyze different perspectives, and present their findings.
Subject: Literature
Intended Learning Outcome: Analyze literary elements and themes
PBA Activity: Create a short film adaptation of John Nkemngong Nkengasong’s Achakasara, focusing on the accurate representation of characters, themes, and the incorporation of literary elements. Students must interpret the text, make directorial choices, and showcase their understanding of the original work through the visual medium.
Using AI as a Wingman
AI offers valuable assistance to teachers throughout the PBA process, particularly in idea generation, planning, and customization. In terms of idea generation, teachers can leverage AI as a powerful tool to brainstorm and explore various task ideas and assessment formats. Whether it's designing authentic scenarios, real-world problems, or project-based tasks, AI can serve as a collaborative partner, inspiring educators with fresh ideas and facilitating the development of engaging and relevant PBA activities. As the brilliant American Chemist, Linus Pauling once said “The best way to have a good idea is to have a lot of ideas.”
Here’s an example of me using ChatGPT(GPT3.5), Bing, and Bard to generate ideas for a PBA activity.
Prompt: You are an expert in implementing performance-based assessments with years of experience. Help me generate innovative performance-based assessment ideas for a high school biology class that incorporate real-world applications and critical thinking while assessing students' understanding of cellular processes and their ability to design scientific experiments.
Results:
You could take it a step further and use AI in organizing and structuring your PBA implementation. Educators can consult AI for guidance on designing assessment rubrics, establishing criteria, and determining the appropriate weightage for different components. AI can help in identifying key learning objectives, aligning assessments with curriculum standards, and ensuring coherence and rigour in the assessment design.
Here’s an example of me using AI for this purpose.
Prompt: You are an expert in implementing performance-based assessments with years of experience. Provide guidance on structuring a performance-based assessment rubric for a middle school history project that assesses students' historical analysis, research skills, and ability to present arguments using primary and secondary sources. Help me determine the weightage of each criterion and ensure alignment with curriculum standards.
Results:
Here are a few other AI tools that may come in handy:
Curipod: Spark discussions where all students share their opinions
Cephadex: Create customized learning materials and tests
Slatebox: Students can create and edit visualizations using AI
In a nutshell
It is important to acknowledge that MCQs and essays do have positive effects on students' learning, as studies, such as this one, suggest. However, my central argument here is that performance-based assessments (PBAs) are considerably more effective, especially in light of the emergence of AI-facilitated cheating, making them the preferred method of assessment. When assessments prioritize the provision of meaningful feedback, students are granted the ability to engage in introspection, establish objectives, and assume responsibility for their educational journeys. This transformative approach instils intrinsic motivation, resilience, and a growth mindset within students, thereby moulding them into lifelong learners who actively embrace challenges and relentlessly pursue self-improvement.
This article also emphasizes the dual nature of AI, highlighting its potential for both positive and negative impacts. While AI can be misused by students to cheat, it can also serve as a valuable tool in the hands of teachers to safeguard the integrity of assessments. Rather than solely fearing the autonomous actions of AI, the greater concern lies in how humans will use it in their interactions with others. I fear less about what AI will do to humans on its own and more about what humans will do to other humans with AI.