Peer coaching before writing may reduce AI shortcuts
A guest post describes using ungrading and peer coaching to deepen student thinking and make ChatGPT shortcuts less tempting.
AS
← Back to index
Assessment
AI4Education Education topic
Public readings arranged by original publication date. People and institutions use explicit mappings; article sources remain in their details.
Latest updates
Discernment and Disclosure for AI Agents in Education
Marc Watkins argues faculty should question when to use AI agents and disclose their use to students.
Beyond chatbots: AI agents as software, not characters
Furze argues chatbot framing hides corporate responsibility and misdirects education's assessment debates.
The global conversation on AI in education is shifting. Where does it leave Australian higher education?
Lodge reflects on learning, governance and the limits of chatbot-era reform after Digital Learning Week.
Six Important Findings from the AI in Action Learning Tour
Meyer highlights observations about teacher roles, curriculum fit, actionable suggestions and multilingual access, alongside disengaging uses. He asks how people actually use AI before treating capabilities as educational outcomes.
Teacher AI Competency Frameworks: UNESCO IITE’s comparative report
The UNESCO IITE–Shanghai Open University project compares 36 teacher AI competency frameworks, examining competencies, implementation and assessment across policy, curriculum and teaching practice.
Varying Retrieval Practice to Promote Transfer of Learning
Sumeracki explains Butler et al.’s (2017) experiments contrasting repeated and varied application during retrieval practice. Her account invites asking whether an AI activity makes students retrieve, explain and apply concepts across contexts.
Two validity conversations in a time of AI
Dawson separates validating AI assessors from validating assessment when students have AI access.
The algorithm in the room: AI and the future of education
This UNESCO collection brings together 26 think pieces on agency, young people’s development, pedagogy, expression, public governance and educational futures. It broadens discussion beyond tool capabilities.
Moral Instruction Will Not Stop Cheating
Reframing misconduct around incentives and learning.
AI-Aware Online Math Teaching with Jessica Bernards
Rich learning support alongside high-stakes proctoring.
Is This a Good Use of the Technology? Is It a Good Use of Your Brain?
Furze proposes two contextual questions: is this a good use of the technology, and of the learner’s own thinking? He examines accessibility, outsourcing and assessment, questioning whether fixed categories capture individual needs.
Three ways alternative grading addresses the EDUCAUSE Horizon report
Talbert argues that changing tasks without changing grading leaves a core incentive problem untouched.
Enduring Methods for an Emerging Medium: The Generative AI Studio
Laura Zarrow describes a studio course using critique and timed design exercises to develop judgment through making.
The perfect storm: AI, assessment and a sector under pressure
QAA examines the gap between institutional AI policies and students’ day-to-day assessment experience.
Integrating Generative AI Into University Coursework Assessments – a Student Perspective
Medical-science students see value in critiquing AI but resist universal AI integration.
Modality does not equal risk
Online-education practitioners challenge the assumption that physical attendance alone assures learning.
Assuring quality learning in a gen AI-integrated future: adaptive capabilities
TEQSA’s commissioned report connects adaptive capabilities with disciplinary knowledge and learning-process evidence. It proposes process-focused assessment and support for student judgment, agency and self-regulation.
What does assurance of learning actually look like in practice?
UniSQ’s team describes a prototype connecting program outcomes, tasks and assessment security.
An AI marking case study: from four hours to twenty minutes
A classroom case exposes teacher reading, student trust and ambiguous AI feedback.
Standards-Based Grading Six Years Later
Freeman revisits a coordinated calculus course of 250–450 students and the compromises required to sustain it.
Is AI feedback true but useless?
A large redrafting project makes uptake of feedback visible while leaving learning unresolved.
How An AI Detector Made Me Trust People Less
A personal trial raises questions about labels and trust.
The black box of AI assessment
A vendor’s validity review recognizes that stable scores can still reward the wrong learning.
On AI glasses and wearable AI in assessment
The authors question assessment designs that depend on detecting and excluding wearable assistance.
Mastery Exams
Clark uses known proof tasks and flexible timing to distinguish understanding from spontaneous invention.
What are we going to do about marking now?
Tifflin asks markers to make conceptual grasp, evaluative judgment and transfer visible.
This is an Excellent Paper: The Effects of Prompt Injection on Grading
A Wharton team tests how embedded instructions affect AI grading, finding important differences across models and conditions.
The ethics of AI assessment: five big issues
Stakeholder conversations surface teacher deskilling and pupils’ wish to be read seriously.
Scalable and Personalized Oral Assessments Using Voice AI
Two cohorts show operational feasibility, while agreement among model graders does not establish validity.
Understanding the Evidence Base on AI in K-12 Education
A Stanford review identified 20 higher-quality causal studies within over 800 K12 AI papers available by October 2025. Assisted performance and unaided learning diverge; long-term, equity and wellbeing evidence remains limited.
In-Class Writing with James Seitz
Protected writing time, with candid design reversals.
Six ways to use artificial intelligence tools in alternative grading
Talbert separates AI assistance with design and practice from delegating grading itself.
Listening to My Students at Scale: Exit Tickets, NotebookLM, and the Tightest Feedback Loop I’ve Ever Built
Ipeirotis describes turning exit-ticket responses into targeted follow-up teaching.
Strengthening validity and trust in generalist degrees through program-level approaches to assessment: Possible or pipe dream?
The authors address fragmented evidence in flexible generalist degrees.
A brief update: Why I’m still using AI detection after all, alongside many other strategies
A bounded pro-detection stance with acknowledged costs.
AI feedback customized for student writers: the updated PAIRR prompts
Prompt revision driven by feedback overload.
The Conversational Exam: A Scalable Assessment Design for the AI Era
Barba and Stegner report small-group live coding for 58 students, including substantial implementation costs.
Small changes to handle AI
Clark combines flexible practice with selected in-class checks while retaining proof portfolios.
Assessment after Artificial Intelligence: The Research We Should Be Doing
An assessment research agenda asks for precise practices, historical grounding and connected inquiry.
AI tutoring can safely and effectively support students: An exploratory RCT in UK classrooms
An exploratory 165-student trial retains message-by-message human supervision and uncertain transfer estimates.
AI is uncannily good at judging writing
A large vendor report concerns judging agreement, not student learning.
Pitfalls in Evaluating Generative AI — Hung-yi Lee, Lecture 4
This public lesson extends AI literacy to evaluation: metrics, human preferences, model judges and benchmark contamination.
Valid assessment is a plausible argument not an absolute
Steel explains why assessment security alone does not establish a valid learning inference.
Enacting assessment reform in a time of artificial intelligence
TEQSA compares program-wide, unit-level and hybrid approaches to assurance of learning.
Supporting Appropriate Student Use of AI
GeoAI connects AI-use boundaries to disciplinary goals: help with statistical concepts does not mean outsourcing climate-data interpretation. It suggests staged assignments, reflection and checked practice, with privacy and copyright considerations.
GIFT-AI: teaching the game and leveling the field
A 34-student course report centered on feedback comparison.
The wicked problem of AI and assessment
Interviews with 20 educators reveal competing assessment goals and unavoidable trade-offs.
Generative AI for students
OU distinguishes prohibited, permitted and required use, with disclosure and accessibility guidance.
How ChatGPT Might Inadvertently Improve Student Thinking
Willingham describes conferencing as a way to retain and inspect writing-related thinking.
Generative AI without guardrails can harm learning: Evidence from high school mathematics
A mathematics RCT directly separates assisted performance from subsequent unaided assessment.
Alternative grading in a test-forward environment
Talbert examines reassessment backlogs, anxiety and practice in a test-heavy course.
Why banning the banning of AI in assessment is all about increasing trust and agency
Sydney’s designers explain the rationale for open learning tasks alongside secured capability checks.
AI-Integrated Assignments with Kiera Allison, Jamie Jirout, Spyros Simotas, & Jun Wang
Different disciplines, different boundaries and scaffolds.
Talk is cheap: why structural assessment changes are needed for a time of GenAI
The authors distinguish compliance-dependent instructions from changes to assessment structure.
Experience embracing genAI in an engineering computations course: What went wrong and what next
Barba candidly describes a course chatbot and autograder enabling answer-seeking shortcuts.
Peer and AI Review + Reflection (PAIRR): A human-centered approach to formative assessment
A mixed-methods study of experience and judgment.
Do Students Who Rely on ChatGPT “Benefit”?
Wexler challenges interpreting better submitted prose as improved writing ability.
My AI-driven grading changes: A 3x3x3 reflection
A follow-up finds practical relief but persistent test anxiety and narrower assessment.
Bringing our feedback philosophy to life with AI
A design report explains why unreliable generated questions were replaced with human-written sets.
Integrating Artificial Intelligence Into Higher Education Assessment
Williams describes staged AI outlining, peer critique and independent writing in an immunology course.
How AI is changing my grading approach -- for now
Talbert documents an emergency redesign of discrete mathematics assessment and the uncertainty behind it.
Academic Integrity in an LLM World
What should a course credential actually certify?
Using AI to automate written comments
A product trial separates teachers’ evaluative judgment from AI-assisted feedback production.
Teaching with AI in Technical Courses with Jingjing Li
Independent modeling before AI-supported extension.
Trying out Grammarly Authorship Beta
An early account of process evidence and privacy tradeoffs.
Deceptive Assessment Has No Place in Education
Assessment methods must meet their own integrity standard.
Emotionally Enriched Feedback via Generative AI
A randomised feedback experiment separates improved perceptions from no detected improvement in work quality.
Post-apocalyptic Education
This 2024 essay distinguishes confidence in AI detection from the illusion that completed homework means learning.
Historical foundation: Validity matters more than cheating
The authors place cheating within the broader question of defensible judgments about capability.
On AI and ‘Meaningful’ Feedback
Earlier classic: ask whether feedback is actually used.