Start · about 15 minutes

Bring one assessment

Everything in this course is about one assessment you know well. Choose it first, then try your hand at marking four exam answers.

§01 Worksheet · your assessment

Which assessment will you bring?

Choose one in a course you teach or are responsible for, and keep to that one even if the course has several. You come back to it at the end of every step.

Course and assessment

Format today Share of the grade (%)

Which learning outcome should it show? Start from the course description, but write what the student should actually be able to do.

§02 Activity

Can you tell?

Four students answered the same take-home question, and all four used AI somewhere along the way. Each of them worked differently. We have reconstructed their answers with AI, following how each student worked, so the texts are realistic but not real.

Read them as you would when marking. Give each answer a mark, and guess which way of working produced it.

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Sources

Dawson, P., Bearman, M., Dollinger, M. and Boud, D. (2024). Validity matters more than cheating. Assessment & Evaluation in Higher Education. doi.org/10.1080/02602938.2024.2386662
Fawns, T., Boud, D. and Dawson, P. (2026). Identifying what our students have learned: a framework for practical assessment validation. Assessment & Evaluation in Higher Education. doi.org/10.1080/02602938.2026.2620053
Scarfe, P., Watcham, K., Clarke, A. and Roesch, E. (2024). A real-world test of artificial intelligence infiltration of a university examinations system. PLOS ONE. doi.org/10.1371/journal.pone.0305354

The exam case draws on Hardin (1968), “The tragedy of the commons”, Science, and Ostrom (1990), Governing the Commons, Cambridge University Press.