Supporting the ethical and equitable use of Generative AI for formative and summative assessment: a transnational perspective
This QAA funded collaborative enhancement project focuses on one of the most popular topics in higher education: Using GenAI to enhance learning and teaching and with a particular emphasis on the equitable use of such disruptive technology in supporting students with their assessments.
We anticipate that successful delivery of the project will have the following positive impacts on staff and students at all four institutions and beyond:
- Help advance the understanding of the ethical and equitable use of GenAI for students’ assessment ‘for’ and ‘of’ learning in higher education
- Offer practical examples and learning resources to higher education stakeholders, particularly academics, support staff and students for the effective integration of such disruptive technology into assessments, teaching and learning support
- Help inform institutions to develop effective GenAI policy and guidance, accommodating a variety of assessment strategies and institutional contexts.
Our international research team has successfully secured funding (£10,000) for a QAA Collaborative Enhancement project. The project is led by Dr Christine O'Dea and Professor Sally Everett.
It is a collaboration between three UK universities (King's College London, Imperial College London, University of Huddersfield) and one Australian university (University of Central Queensland). The partnership will be facilitated by core project teams at each partner institution.
If you are interested in joining the core project team at King's College London, please contact Christine O'Dea.
The main objectives of the project are:
- Exploring students’ perceived, planned and actual, use of GenAI in their assessments
- Co-creating evidence-based case studies, and learning resources in partnership with students for use/adaptation by the wider QAA members.
A website providing learning resources, case studies (co-produced by students and staff, will be made freely available to the QAA community members.
Findings will be shared through internal workshops/seminars, as well as QAA workshops (aiming for UK and international members) on the topic.
At least one peer-reviewed article in a journal.
Funding Body: QAA Higher Education Review
Period: January 2024 - December 2024