Assessment Ideas for an AI-Enabled Higher Education World

 
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A menu of ideas to provoke discussion and
reflection around assessment approaches in
higher education.
 
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Menu collated and customised by Dr Isobel Bowditch, Digital Assessment
Advisor, UCL, supported by Jisc National Centre for Ai in tertiary education,
Pam Birtill University of Leeds, Eddie Cowling University of York, Marieke Guy
UCL, Cathy Minett-Smith University of West of England, Stephen Webb
University of Portsmouth.
 
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Type of assessment task
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Appropriate formats
Rating on some key characteristics of assessment.
See slides 5 and 6 for key
Where appropriate, whether the activity is suitable for
specific disciplinary areas
 
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The cards use six types of summative assessments/exam categories common in HE education,
abbreviated as follows:
 
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1.
Students select a real-world example where AI has
influenced an aspect of practice, eg voting in a
political election, financial decision making, parole
decisions in law, medical diagnosis.
2.
They then analyse the implications and
consequences of the example evaluating the role
that plays in careers which may be aligned to their
discipline and which requires specialist application.
3.
They can also identify some key skills or capabilities
that they may need to improve on or develop in their
chosen career/ possible future career options.
 
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Contextual intelligence
Professional
application of AI
Critical evaluation
AI literacy (e.g.ethics
and data protection)
Metacognition
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Student's findings could
be documented in a:
Blog
Presentation(live or
pre-recorded)
Written document.
 
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1.
Students identify a query related to their discipline that
they would like help with.
2.
They research relevant websites using AI chatbot
assistants, submit their query to the chatbot and keep
a document of the conversation.
3.
They evaluate the experience using a set of agreed
criteria and make recommendations for improvement.
4.
They then write an email to the company about their
experience with recommendations.
5.
The final submission includes documentation of the
conversation, reflections on key characteristics, the
company email and, where possible any response
received.
 
 
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Documentation in written
form (including
screenshots, criteria used
for evaluation, links etc).
 
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1.
Students use AI to identify which current debates
and complex challenges are happening in their
profession or discipline and which are in need of
resolution.
2.
They can then either explore through further
research or observation in a real-world context
and write up a research proposal. Alternatively,
the research leads exercise can be an end in
itself where students present their findings with
commentary and links to resources.
 
 
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Research skills
Critical evaluation
Disciplinary/professional
knowledge
AI prompt engineering
skills
Creativity
 
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Research proposal would
normally be written
perhaps using a
template.
 
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a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
A
I
 
p
r
o
m
p
t
 
c
o
m
p
e
t
i
t
i
o
n
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Identify a major question/challenge in your
discipline, preferably with no clear solution.
2.
Collaborate on developing and agreeing 5 to 10
criteria for assessing AI generated responses to
the question, e.g. does it reference more than one
theoretical perspective?
3.
Individually write a prompt for AI to answer the
question.
4.
In small groups use their criteria to judge the
responses of other students and rate the AI
prompts/responses from best to worst.
5.
Write up a report/reflection on the process.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Critical evaluation
Problem solving
AI literacy
(e.g. prompt
engineering)
Reflection
Collaboration
 
F
o
r
m
a
t
s
Online forums or in-
class activities
(step 1 to 3).
Written document
or presentation as live
/recorded oral, PPT
or video.
(steps 4 to 5).
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
A
I
 
r
o
a
d
 
t
e
s
t
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
The student uses AI to generate a short (200
word) response to an open question.
2.
They individually complete a pro forma which
includes elements in the AI-generated answer
such as quality of writing (language, references,
argument etc.).
3.
In small groups students discuss their findings.
4.
They then give a joint presentation on the process
and outcomes of their discussions
.
5.
They might also be asked to individually or
collaboratively write a better written piece.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Critical thinking
Group work
Good academic writing
practice in referencing
and summarising
F
o
r
m
a
t
s
The conversation and
presentation can be
in class or online.
The presentation could
also be a pre-recorded
video (e.g., using PPT).
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
A
I
 
s
o
l
u
t
i
o
n
 
f
i
n
d
e
r
 
S
u
i
t
a
b
l
e
 
f
o
r
:
a
 
r
a
n
g
e
 
o
f
 
d
i
s
c
i
p
l
i
n
e
s
 
b
u
t
 
c
o
u
l
d
 
b
e
 
o
f
 
p
a
r
t
i
c
u
l
a
r
 
u
s
e
p
o
s
t
 
p
l
a
c
e
m
e
n
t
 
w
h
e
r
e
 
s
t
u
d
e
n
t
s
 
h
a
v
e
 
h
a
d
 
e
x
p
e
r
i
e
n
c
e
o
f
 
r
e
a
l
-
w
o
r
l
d
,
 
w
o
r
k
-
b
a
s
e
d
 
c
h
a
l
l
e
n
g
e
s
.
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students appraise current challenges in a specific
professional or disciplinary field and investigate
where AI could offer opportunities OR identify a
challenge themselves (new or predicted).
2.
They then present rationale for selection of the
challenge (why it is a priority) and a plan for how AI
might help to resolve it.
3.
They could then present this to work-based
colleagues/managers for feedback where relevant.
 
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Creativity and divergent
thinking
Contextual intelligence
AI literacy
AI technical
understanding
Research
Professional confidence
 
F
o
r
m
a
t
s
Presentation (live or
prerecorded).
Written document.
Blog post.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
A
I
 
t
h
i
n
k
-
p
a
i
r
-
s
h
a
r
e
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students individually identify a key challenge in
their field or discipline.
2.
Using three different types of prompts, they
generate a response from an AI text generator.
3.
They pair up to exchange notes on the process
and whether the outputs were correct, surprising
etc.
4.
Individually, they then refine their prompt to
generate a final AI output and log the changes
they make.
5.
They submit this output along with their prompt,
improved AI response, added content highlighted
and a reflection about the pre-work in pairs.
 
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Critical thinking
Evaluation
AI literacy
Independent thinking
Reflection
 
F
o
r
m
a
t
s
In class or Teams.
Output will be in written
format.
Students can use Track
Changes in MS Word
or Suggesting in Google
Docs to make and log
changes.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
A
n
a
l
y
s
e
 
p
u
b
l
i
c
 
d
a
t
a
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students locate open-source live data sets (e.g.
from sources such as Google Trends, WHO,
Earth Data and governments) to help answer
current pressing questions associated with their
discipline (that they have either identified or been
provided with). For arts subjects this could mean
exploring open access repositories.
2.
Using a set of criteria they evaluate the data from
a user perspective.
3.
They could also select and work with data to
generate an output such as policy proposal,
infographic or documentary.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Cultural intelligence
Evaluation
Data literacy
Application
Research skills
Ethical and contextual
understanding.
 
F
o
r
m
a
t
s
For testing this could be
a Quiz delivered online
or in class.
For evaluation this could
be a proforma or report.
Output could be
produced in written,
visual, or video formats.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
A
n
n
o
t
a
t
e
d
 
b
i
b
l
i
o
g
r
a
p
h
y
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
The students compile a list of sources (written/other
media), including a diverse range of authors, e.g. from
different cultural, racial or class backgrounds who
identify as LGBTQ, disabled or other characteristics.
2.
They summarise their choice of material, providing a
brief explanation of its application to their area of
study.
3.
For at least 2 entries they provide a more in-depth
discussion /critique of the material and why they think
it is an important addition to the curriculum.
4.
Lists are shared with peers and each student commits
to following up on at least one source from another’s
list.
5.
Each student submits their annotated list with
commentary about their learning throughout the
process
 
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Cultural intelligence
Evaluation
Analysis
Understanding
Critical reflection
Self-evaluation
Information literacy
F
o
r
m
a
t
s
Online reference tools
e.g. Moodle Glossary,
Talis Elevate, Zotero for
formative.
For summative, a
document or presentation
(live or recorded).
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
C
a
s
e
 
s
t
u
d
y
 
(
p
r
o
v
i
d
e
d
)
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students are provided with an existing case study
or multiple ones with similar features.
2.
They are asked to read thoroughly, take notes
and highlight key areas included in the case
studies.
3.
They then identify 2 to 3 key problems, why they
exist, how they impacted the organisation/s, who
is responsible and whether they think the
solutions offered are viable (and if not why not).
4.
Students then present their findings including a
reflection on what professional or theoretical
models they think are useful in interpreting these
case studies.
 
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Analysis
Application
Critical evaluation
Relating theory
to practice
Understanding of
professional contexts
 
F
o
r
m
a
t
s
Written document.
In-class or online
presentation (PPT
for example).
Video submission of
pre-recorded piece.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
C
a
s
e
 
s
t
u
d
y
 
(
s
t
u
d
e
n
t
 
l
e
d
)
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students identify a real-life issue or challenge in
their discipline or professional context or
organization.
2.
In groups, students discuss their issues, possible
explanations, data and any solutions they are
thinking about.
3.
Depending on the level of the student EITHER:
a)
based on group discussion, produce a draft
proposal for a research-informed case study
(what data is needed, which stakeholders,
analysis methodology, hypothetical solutions
etc) for presentation to the class OR
b)
conduct small-scale research by gathering
data/interviews, analysis and producing a
report and recommendations for presentation
to stakeholders.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Analysis
Application
Critical evaluation
Relating theory
to practice
Understanding of
professional contexts
 
F
o
r
m
a
t
s
In-person or online
presentation.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
C
o
l
l
e
c
t
i
o
n
s
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students select and organise information for a
given context (e.g. music, or film performances
for a festival, poems for a publication, equipment
for a new veterinary practice, products for a new
fashion retail website) and provide a critical
narrative to explain their choices for inclusion or
exclusion of material.
2.
Feedback can be sought at various stages of the
process through group discussion or one-to-ones.
3.
T
h
e
 
n
e
x
t
 
s
t
e
p
 
c
o
u
l
d
 
b
e
 
t
o
 
a
s
k
 
s
t
u
d
e
n
t
s
 
t
o
 
p
r
o
d
u
c
e
o
r
 
s
t
a
g
e
 
t
h
e
 
f
i
n
a
l
 
e
v
e
n
t
,
 
p
u
b
l
i
c
a
t
i
o
n
,
 
w
e
b
s
i
t
e
 
o
r
e
x
h
i
b
i
t
i
o
n
 
O
R
 
t
o
 
m
a
k
e
 
i
t
 
m
o
r
e
 
m
a
n
a
g
e
a
b
l
e
 
f
o
r
l
a
r
g
e
 
c
o
h
o
r
t
s
,
 
a
s
k
 
t
h
e
m
 
t
o
 
p
r
o
d
u
c
e
 
a
 
m
i
x
e
d
m
e
d
i
a
 
o
u
t
p
u
t
 
w
i
t
h
 
s
u
p
p
o
r
t
i
n
g
 
d
o
c
u
m
e
n
t
a
t
i
o
n
.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Critical evaluation
Contextual intelligence
Organisation
Creativity
Planning
 
F
o
r
m
a
t
s
Depends on the
student’s project and
area of interest.
Final submissions for
assessment could be
made in written form with
links/images and
documentation.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
C
o
n
s
u
l
t
a
n
t
 
r
e
p
o
r
t
:
p
r
o
f
e
s
s
i
o
n
a
l
 
f
u
t
u
r
e
s
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students explore the role of AI in their discipline
or professional areas.
2.
Students research or imagine how AI may
influence their future career, eg through news
articles, speaking to others, looking at webinars
on the subject.
3.
You may want to develop the task by inviting in
guest speakers and providing opportunities for
Q&A. Students can also contribute to discussion
forums or work collaboratively.
4.
Students can then individually/ in group produce a
consultant report for a professional body. They
might also create an action plan evaluating their
current strengths and areas for development in
terms of AI /technical skills.
 
A
s
s
e
s
s
e
s
Contextual intelligence
Research
Presentation and
communication skills
Synthesis of ideas
Professional skills and
knowledge
 
F
o
r
m
a
t
s
Webpage.
Blog.
Video.
Podcast.
Written document.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
C
r
e
a
t
e
 
a
 
t
e
a
c
h
i
n
g
 
r
e
s
o
u
r
c
e
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students are asked to create a collaborative
resource to teach other students (present or
future) about a specific topic e.g. to explain key
concepts or identify common misconceptions
2.
As a group they agree on a chosen medium or
platform and what topic/aspect of a topic each
individual will cover.
3.
Group reviews and revises final resources.
4.
Once completed students are assessed both on
group collaboration and individual contribution.
5.
Remember to ask students for permission to use
their work with future cohorts.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Metacognition
Collaboration
Communication
Grasp of subject
knowledge
Assessment literacy
Digital skills
 
F
o
r
m
a
t
s
Blog, video or
interactive resource.
Written document
depending on what
students agree.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
D
a
t
a
 
e
x
p
l
a
i
n
e
r
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students are directed to a data set, e.g. business
accounts or product testing measurements, and
asked to perform appropriate calculations and
interrogation.
2.
They could compare calculations done on
specialist data sets with those obtained from
generative AI.
3.
They then describe the steps that they went
through as if explaining to a client, patient or
colleague.
4.
They are asked to draw conclusions and make
recommendations. They might use data
visualisations to summarise findings.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Understanding (deep
knowledge)
Data Analytics
Evaluation
Communication
Metacognition
 
F
o
r
m
a
t
s
Could use online quiz
for Step 1 and 2.
Documentation and
final output could be
written, presentation
(live, prerecorded) or
video.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
D
e
b
a
t
e
 
w
i
t
h
 
A
I
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students choose (or are provided with) a major
question or challenge in their field or discipline.
2.
Either as an individual or group activity, they
present this to an AI text generator) and engage in
a debate with AI by questioning the responses (you
may have to provide some guidance around
questioning strategies).
3.
The students then individually produce an
argumentative essay based on their dialogue with
AI – evaluating both their own position and that of
AI.
 
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Critical
 evaluation
Problem solving
AI literacy
Independent thinking
Contextual intelligence
 
F
o
r
m
a
t
s
AI text generator e.g.,
ChatGPT.
Group debate in class,
online (via
webconference or
online forum).
Essay could be written,
video or audio.
 
A
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t
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h
a
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a
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i
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d
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m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
D
e
s
i
g
n
 
a
 
q
u
i
z
 
S
u
i
t
a
b
l
e
 
f
o
r
:
d
i
s
c
i
p
l
i
n
e
s
 
w
h
e
r
e
 
s
t
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n
t
s
 
u
n
d
e
r
t
a
k
e
 
c
a
l
c
u
l
a
t
i
o
n
s
,
 
e
.
g
.
e
n
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i
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o
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a
c
c
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u
n
t
i
n
g
.
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Before starting, tutors will need to discuss question
design with students – what 'good distractors' (i.e.
wrong answers) look like and how to avoid
‘giveaways.’
2.
Students individually research question material,
answers and feedback they will provide. They
might use AI to generate some initial ideas but will
have to interrogate responses.
3.
They then share with others for peer review and
revise where necessary.
4.
After quality checking /assessment, quizzes can be
used by future cohorts for formative assessment.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Foundational
knowledge
Research
Evaluation
Metacognition
Collaboration
 
F
o
r
m
a
t
s
This could be provided
as word document or a
collaborative interactive
quiz (if IT permissions
allow).
 
A
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a
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a
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i
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S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
D
e
s
i
g
n
 
a
n
d
 
b
u
i
l
d
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students design a product that addresses a real-
life problem, e.g. practical solution for engineering
or computing, a professional development template
for a business student.
2.
Once a draft is prepared they present to peers
and/or stakeholders for feedback.
3.
Students can use AI for brainstorming ideas,
refining presentations, checking calculations,
seeking advice on component selection etc.
4.
They produce a reflective narrative (or exhibition)
to accompany their product, documenting the
design process, decisions made, team-work and
relevant stakeholder engagement.
5.
Realistic management of scope of brief and
available resources is essential.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Metacognition
Research
Social intelligence
Application
Practical competence
Assessment literacy
Collaboration
 
F
o
r
m
a
t
s
Depends on the nature of
the project. Final
submission can be:
Portfolio.
Blog.
Written document
Presentation (live or
recorded).
 
A
u
t
h
e
n
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c
i
t
y
C
h
a
l
l
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n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
D
e
s
i
g
n
 
a
 
n
o
n
-
A
I
a
s
s
e
s
s
m
e
n
t
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students use an AI text generator to answer an
essay question about a major question or challenge
in their field or discipline.
2.
In groups or individually they write down five
things they learned about the topic from the AI text
generator and reflect on what they learned from
this software and/or what they didn’t learn.
3.
Students then design a new assignment that
doesn’t allow for the use of AI but that allows them
(or other students) to demonstrate their learning.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Critical
 evaluation
Problem solving
Groupwork
AI literacy
 
F
o
r
m
a
t
s
AI text generator, e.g.
ChatGPT.
Group discussion in
class, online or
asynchronously
via an online forum.
Final output could be
written, video or
audio submission.
 
A
u
t
h
e
n
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c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
D
i
g
i
t
a
l
 
f
i
e
l
d
 
g
u
i
d
e
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students use digital sources of information to
create virtual field guides about specific sites
(natural world, archaeology, heritage, architecture,
geology etc). If using AI sources, these need to be
evaluated for accuracy, bias and so on.
2.
Using a range of media, students collate an in-
depth description or analysis of particular species,
landscape feature or place. Subject can be chosen
by students or allocated.
3.
This can be undertaken individually or as a group.
4.
Completed guide is published online with QR codes
to enable users to use the field guide to enhance
their engagement with the environment.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Critical evaluation
Social and cultural
intelligence
Digital literacy
(including AI)
Subject knowledge
Collaboration
Communication
 
F
o
r
m
a
t
s
Blog.
Website.
Downloadable PDF.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
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g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
D
o
c
u
m
e
n
t
a
r
y
 
a
s
s
i
g
n
m
e
n
t
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students use the documentary format to consider
aspects of programme material and investigate
issues. This can be a simple thought piece or a
more complex production (e.g. production team of
students, interviews with participants, field work
etc).
2.
They research different documentary styles and
identify one to work with, what medium and style to
use (audio, video, animation, live action etc) and, if
working in groups, identify roles, plan and execute
their piece.
NB: The brief needs to be clear about whether the
documentary should take a clear personal position
or be more impartial. Also, clarity on stages of
production, length of piece and assessment criteria
is required (e.g. what is prioritised — production
quality, presentation, content, group work etc).
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Research
Communication
Technical production
skills (where relevant)
Creativity
Critical thinking
Independent thinking
Collaboration (where
relevant)
Planning and
organisation
 
F
o
r
m
a
t
s
Video.
Audio.
Recorded animation or
screencast
.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
E
x
p
l
a
i
n
 
y
o
u
r
 
t
h
i
n
k
i
n
g
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Provide assignment as usual, but in addition
require that students to explain at least 8 to 10
steps of their thinking.
2.
For example, students can describe the steps in
their logic, their problem solving or writing
process, or the development of their theoretical
path.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Reflection
Problem solving
Communication
R
e
s
e
a
r
c
h
Metacognition
D
igital skills
 
F
o
r
m
a
t
s
Written document using
Track Changes in MS
Word or Suggesting in
Google Docs.
Audio or video recording
(as interview or talking
head).
 
A
u
t
h
e
n
t
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c
i
t
y
C
h
a
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g
e
P
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L
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a
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S
t
a
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f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
F
i
e
l
d
 
v
i
v
a
 
S
u
i
t
a
b
l
e
 
f
o
r
:
p
r
a
c
t
i
c
e
-
b
a
s
e
d
 
d
i
s
c
i
p
l
i
n
e
s
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students undertake a professional discussion whilst
located in an outdoor practice situation (agronomist
talking to a farmer, a surveyor talking to a utilities
company or environmental scientist talking with a
landowner).
2.
The student will research discussion partner and
arrange meeting in situ.
3.
The live environment should add value to the
situation rather than being just a backdrop.
4.
Student documents meeting with photos and
debrief of the experience.
5.
They will have to seek participants permission for
recording and potential help from peers if using
video.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Social intelligence
Emotional intelligence
Research
Applied knowledge
Interviewing skills
Understanding of
professional context
 
F
o
r
m
a
t
s
Blog or portfolio would be
suitable to host multimedia
submissions (video, audio,
text, images).
Alternatively, submission
could be video
with documentation.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
I
m
a
g
i
n
a
r
y
 
o
b
j
e
c
t
s
e
x
h
i
b
i
t
i
o
n
 
S
u
i
t
a
b
l
e
 
f
o
r
:
a
r
c
h
i
t
e
c
t
u
r
e
,
 
d
e
s
i
g
n
 
o
r
 
a
r
t
 
c
o
n
t
e
x
t
s
.
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Ask students to identify an object, building or
product that they would like to design (one that
does not currently exist).
2.
Students generate cross-section drawings of the
imaginary object using permitted AI image
generators.
3.
They then translate this into three dimensions for
an exhibition.
4.
In a seminar they discuss the objects with peers.
5.
They need to document the process throughout
and finally submit this, a summary of the seminar
discussion and their own conclusions about the
product.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Creativity
Critical evaluation
AI literacy
Practical competence
Contextual intelligence
 
F
o
r
m
a
t
s
Exhibition could be physical
or online portfolio for display.
To document students could
use:
Portfolio (also allows
feedback from others).
Blog with documentation
and reflections.
Audio/video recording
plus written
documentation.
 
A
u
t
h
e
n
t
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c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
I
n
f
o
g
r
a
p
h
i
c
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students are asked to create an infographic in
relation to a specific theme or a topic, selecting
and presenting data by making a series of design
choices.
2.
You may have to advise students on free,
accessible software they can use to produce this.
The infographic does not have to be professional
standard; the focus is on the design and flow of
information.
3.
As a supplement to the infographic students also
produce a narrative to explain how they made the
decisions about what to include and exclude, and
how to combine data sets.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Data literacy
Communication
Synthesis of complex
information
Presentation skills
Data visualisation
Digital design skills
 
F
o
r
m
a
t
s
I
nfographic could be
presented in image or
live PPT presentation.
Supporting
documentation either
written, audio or video.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
L
e
a
r
n
i
n
g
 
j
o
u
r
n
a
l
/
l
o
g
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students document learning, highlighting events
such as critical incidents, analyse their own goals
and progress against these, and to discuss their
values. This activity could translate to sketch
books for arts-based disciplines.
2.
Students may have to be supported in
understanding what reflection means within a
disciplinary area. Exemplars may be useful.
3.
For assessment a pass/fail rather than a
numerical grade can help signal the intrinsic value
of this activity. Allow students to select what they
want to have marked (e.g. choose three entries)
while requiring the whole journal to be shared to
demonstrate sustained, commitment to the
learning process.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Critical reflection
Metacognition
Procedural/practical
knowledge
Contextual intelligence
 
F
o
r
m
a
t
s
Submissions could 
include
drawings, text, video, audio
diaries or multi-media.
Journals could use:
Portfolio.
Blog.
Industry
provided/bespoke e.g.
medicine may use
specific competency-
based software.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
L
i
v
e
 
a
n
a
l
y
s
i
s
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students are presented with live information e.g. on
live political situations, current debates, media
moments, or cultural events.
2.
They produce an analysis of the causes, lessons,
trends, and interventions.
3.
They can provide this in a way that is discipline
specific e.g. ‘long-read’ news publication, press
release, scientific ‘viewpoint’ article or other
analysis rich text.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Critical analysis
Divergent thinking
Subject knowledge
Contextual knowledge
Communication
Managing uncertainty
F
o
r
m
a
t
s
Written document
Blog.
Presentation (live or
pre-recorded).
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
M
i
c
r
o
 
a
c
t
i
o
n
r
e
s
e
a
r
c
h
 
p
r
o
j
e
c
t
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students choose an issue or organisational
challenge they would like to address.
2.
They identify relevant literature/research to inform
their approach, which stakeholders they will work
with, the timeline, evaluation methods and what
support they will need.
3.
With key stakeholders they design an
organisational improvement project, identifying and
implementing one small scale intervention they
believe will have a positive impact.
4.
They present findings to the organisation in
question, complete a report and submit this with
feedback from the organisation and supporting
documentation for their assessment.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Research
Problem solving
Collaboration
Evaluation
Links between theory
and practice
Ethical mindset
Project/change
management
 
F
o
r
m
a
t
s
For final submission:
Blog
Portfolio
Video/oral
presentation
Written report.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
O
n
 
c
a
m
p
u
s
 
p
r
o
j
e
c
t
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students work in groups on campus-based projects
which can encompass social, environmental,
educational, or economic issues.
2.
Students identify a broad areas of focus and
campus-based teams (clients) to work with, e.g.
estates, catering, or laboratories.
3.
Student teams liaise with appropriate stakeholders
(mediated by staff if required) to discuss issues.
4.
They then work together to produce client briefings,
proposed solutions.
5.
They ask client for feedback and if agreed, client
may take up proposal in part or in full.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Divergent thinking
Planning
Social intelligence
Communication
Collaboration
Contextual intelligence
Cultural intelligence
 
F
o
r
m
a
t
s
Portfolio of
documentation and
commentary.
Blog for documenting
process and
communicating with
wider community.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
P
a
t
c
h
w
o
r
k
 
a
s
s
e
s
s
m
e
n
t
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students are given a task, e.g. to write a policy
review of food security reform within a global
setting or curate an exhibition on a topic covered in
their programme.
2.
They choose their topic by week three of the
module.
3.
Early in module, they submit/present short drafts
(guidance provided on what this should contain) for
feedback from staff and students. AI can be used to
generate ideas which can be interrogated, revised
and integrated if useful.
4.
They receive three pieces of feedback on parts of
draft (patches).
5.
They submit/present a final draft but do not receive
feedback on sections they had a chance to submit
and get feedback on earlier in the module.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Research
Planning
Professional skills
Evaluation
Problem solving
Competence in key skills
AI literacy
 
F
o
r
m
a
t
s
For steps 1 to 4 online forums,
in person, pre-recorded
presentations cam be used as
well as written documentation
of process.
Final submission depends on
task but could include online
portfolio, physical exhibition,
video, website or written
document.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
P
u
b
l
i
c
 
m
e
e
t
i
n
g
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students research a controversial issue which has
implications for communities (e.g. new housing
development, medical treatment or a new way of
voting in local elections).
2.
They then undertake research and compile a 15-
minute presentation for a public meeting, using
evidence-based arguments and ensuring that
complex issues are communicated in a way that is
accessible.
3.
They present to the class. The class assumes the
role of the affected community. The student
responds to their questions.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Research
Communication
Social intelligence
P
r
o
b
l
e
m
 
s
o
l
v
i
n
g
Public speaking
Empathy
 
F
o
r
m
a
t
s
Presentations could be
with live in person or
online with audience or
pre-recorded with
questions submitted
asynchronously.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
R
e
s
e
a
r
c
h
 
t
r
a
n
s
l
a
t
i
o
n
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students work with researchers to understand
how knowledge in their discipline is produced.
2.
Ask PhD students to come and share their
research in classes; allow and encourage
students to generate questions.
3.
Students then ‘interpret’ the research with some
simplified outputs, e.g. posters, infographics,
technical notes or a few slides. This can be done
as a group exercise or as an individual depending
on group size. Students may translate one piece
of work or choose multiple ideas to represent.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Synthesis of complex
ideas
Analysis
Communication
Collaboration
(if groupwork)
Metacognition
Understanding of
research process
Knowledge production
 
F
o
r
m
a
t
s
Outputs can be
produced using simple,
available software
(Word, PPT, Canva
etc).
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
S
i
m
u
l
a
t
i
o
n
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Simulations involve scenarios presented to
students in situations which are designed to be
very much like the real professional environment
e.g law clinic, conference room for a parliament or
international convention or clinical situation.
2.
Students are asked to perform tasks or participate
in the situation.
3.
This can be done through simple role play style
approaches or fully immersive and highly equipped
facilities (such as clinical settings). Digital or VR
simulations may be available in some disciplines.
4.
These would normally be assessed in situ or, if
recorded, via playback.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Metacognition
Social intelligence
Adaptability
Applied knowledge
Practical competence
Resilience
 
F
o
r
m
a
t
s
The context would
determine the mode of
delivery. Students could
be asked to submit
reflections on learning
from the simulation
(written, audio, video
).
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
S
t
y
l
e
 
a
n
d
 
p
r
o
f
i
l
e
 
S
u
i
t
a
b
l
e
 
f
o
r
:
d
i
s
c
i
p
l
i
n
e
s
 
s
u
c
h
 
a
s
 
c
r
e
a
t
i
v
e
 
w
r
i
t
i
n
g
,
 
a
r
t
,
 
d
e
s
i
g
n
,
 
f
i
l
m
w
h
e
r
e
 
s
t
y
l
e
 
s
i
g
n
a
t
u
r
e
s
 
a
r
e
 
k
e
y
.
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students use AI to generate a range of outputs in
different genres or styles.
2.
They then consider which aspects of the output are
true to the original and where it differs or
misrepresents original and in what way ,e.g.
sentence formation, word selection, punctuation
and grammar, etc.
3.
Students document their thinking.
4.
Another application may be to ask students to
produce work ‘in the style of’ then compare with the
AI output (as well as the original).
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Critical evaluation
Understanding of
creative practice and
genres
Analysis
AI literacy
Individual creative
practice
 
F
o
r
m
a
t
s
A range of AI tools could
be used depending on
purpose. The output could
be:
Live or recorded video.
Written document.
Blog post.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
T
a
l
k
 
l
i
k
e
 
T
E
D
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students do a talk as if to a live audience along the
lines of a Ted talk on topic of their choosing.
2.
Students discuss idea with tutor and then start to
script their talk. This should have a narrative and
ideally personal focus and aim to engage a non-
specialist audience.
3.
This could be done as live event (in person or
online) with several students presenting. Pre-
recorded material (e.g. talking head or voice over
slides dents who are not comfortable in front of live
camera.
4.
Students should be available to answer questions
from audience (usually peer group).
 
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Creativity
Narrative structure
Presentation skills
Subject knowledge
Social intelligence
Critical reflection
Metacognition
 
F
o
r
m
a
t
s
Live/ pre-recorded talk
via webconference or
recorded in- person
event.
Video of talk can be
submitted with
documentation reflecting
on experience.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
T
r
i
p
l
e
 
j
u
m
p
 
S
u
i
t
a
b
l
e
 
f
o
r
:
c
l
i
n
i
c
a
l
 
s
e
t
t
i
n
g
s
 
b
u
t
 
a
l
s
o
 
d
i
s
c
i
p
l
i
n
e
s
 
s
u
c
h
 
a
s
 
l
a
w
,
 
s
u
r
v
e
y
i
n
g
,
a
r
c
h
i
t
e
c
t
u
r
e
,
 
h
u
m
a
n
 
r
e
s
o
u
r
c
e
s
.
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students are presented with an open problem from within
a professional area which has multiple possible ways
forward rather than a single answer. The problem is often
framed through a role play approach e.g. ‘mock clinic’ or
simulation with students in role of client or patient.
2.
The student meets with their ‘client/ patient’ to establish
the situation and ask any clarifying questions.
3.
They research the issue using appropriate resources (2
to 3 hours).
4.
They then return to ‘client /patient’ and present
recommendations.
5.
‘Client/patient’ feeds back on usefulness of process.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Divergent thinking
Emotional intelligence
Communication
Research
Contextual intelligence
 
F
o
r
m
a
t
s
Process could be
documented via video
(for live in person or
online activity).
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
V
i
s
u
a
l
i
s
e
 
a
 
c
o
n
c
e
p
t
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students select a term or concept to represent
visually. They then write words describing this
and generate an AI-generated image from
appropriate software.
2.
They then write a five-minute essay describing
the image and linking it to the original
term/concept.
3.
Students then adapt their image prompts for the
AI image generator to create an improved image
reflecting their understanding of the term/concept.
4.
Students present or submit their images and short
reflective pieces.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Conceptual
understanding
AI prompt engineering
Evaluation
Reflection
Communication
Writing skills
 
F
o
r
m
a
t
s
Live or pre-recorded
presentation.
Blog.
Document with image
embedded.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
W
o
r
k
-
b
a
s
e
d
 
a
s
s
e
s
s
m
e
n
t
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
This assessment is carried out over a period of
time and may include a range of work-based tasks
relevant to professional context.
2.
Students are provided with framework to enable
them to record, reflect and report on workplace
learning and to relate this to the learning they do in
class.
3.
The student can also be tasked with liaising
between workplace and institution where
appropriate and working with both to ensure
channels of communication are maintained and
that access to relevant documentation is provided
to all concerned. The degree of responsibility will
depend on the level of the student.
NB: There needs to be clear communication of
expectation, criteria and standards between student,
workplace mentors and academic staff.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Contextual
understanding
Practical application
Professional
competence
Understanding of
relation between
practice and theory
 
F
o
r
m
a
t
s
A portfolio would be
the most suitable
format as it can
accommodate a range
of materials (written,
audio/video, images
and feedback from
employers).
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
W
o
r
k
-
i
n
-
p
r
o
g
r
e
s
s
e
x
h
i
b
i
t
i
o
n
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students create a product or artefact (e.g. vegan
food product, musical ident, interior design model,
vehicle component prototype).
2.
They exhibit the product along with the story of its
development in a cohort wide event (face-to-face
or online).
3.
Professionals in the field, along with some willing
past students, are invited to see the exhibition
and offer constructive feedback.
4.
The feedback is considered and the product
refined before submission.
5.
Students can be marked on the product and their
reflection on the process, including their use of
feedback.
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Creativity
Presentation
Procedural capabilities
Metacognition
Communication
 
F
o
r
m
a
t
s
Depending on artefact and
nature of exhibition, this
could include:
Physical or digital
objects.
Portfolio or blog with
documentation and
reflections on process.
Presentation on
exhibition (live/ pre-
recorded audio or
video).
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
W
r
i
t
i
n
g
 
f
u
t
u
r
e
s
 
(
w
i
t
h
 
A
I
)
 
S
t
u
d
e
n
t
 
a
c
t
i
v
i
t
i
e
s
1.
Students are asked to read a range of articles
or fiction produced by AI and/or about AI.
2.
Then ask them to produce their own
speculative piece – either as a short story or
hypothetical piece written by a future self-
reflecting on both the positive and negative futures
of AI enabled writing.
 
 
 
A
s
s
e
s
s
e
s
/
D
e
v
e
l
o
p
s
Creativity
Critical evaluation
AI literacy
Professional
perspective
Writing skills
 
F
o
r
m
a
t
s
Written form.
Presentation (live,
pre-recorded).
Podcast.
Video.
 
A
u
t
h
e
n
t
i
c
i
t
y
C
h
a
l
l
e
n
g
e
P
r
o
d
u
c
t
L
e
a
r
n
i
n
g
S
t
a
f
f
 
d
e
m
a
n
d
L
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
 
S
o
u
r
c
e
s
 
C
o
n
t
e
n
t
 
f
o
r
 
t
h
e
s
e
 
c
a
r
d
s
 
h
a
s
 
b
e
e
n
 
d
r
a
w
n
 
f
r
o
m
 
r
a
n
g
e
 
o
f
 
s
o
u
r
c
e
s
,
c
u
s
t
o
m
i
s
e
d
 
o
r
 
A
I
-
e
d
 
w
h
e
r
e
 
r
e
l
e
v
a
n
t
 
L
y
d
i
a
 
A
r
n
o
l
d
s
 
T
o
p
 
T
r
u
m
p
s
L
y
d
i
a
 
A
r
n
o
l
d
:
 
S
t
r
i
k
i
n
g
 
a
 
B
a
l
a
n
c
e
:
 
I
n
t
e
g
r
a
t
i
n
g
 
A
I
 
i
n
t
o
 
A
s
s
e
s
s
m
e
n
t
 
P
r
a
c
t
i
c
e
s
M
a
h
a
 
B
a
l
i
,
 
J
o
h
n
 
P
a
r
k
i
n
,
 
C
h
r
i
s
 
L
o
t
t
 
i
n
 
C
r
e
a
t
i
v
e
 
i
d
e
a
s
 
t
o
 
u
s
e
 
A
I
 
i
n
 
e
d
u
c
a
t
i
o
n
A
n
n
a
 
L
i
d
f
o
r
s
 
L
i
n
d
q
v
i
s
t
 
c
i
t
e
d
 
i
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Explore a menu of assessment ideas for higher education in an AI-enabled world, focusing on designing assessments to develop skills for thriving in AI environments. The resource includes assessment types, learning outcomes, formats, and suitability for various disciplines. Star ratings offer perspectives on assessment characteristics, encouraging discussion and reflection.


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  1. Assessment ideas for an AI enabled world A menu of ideas to provoke discussion and reflection around assessment approaches in higher education.

  2. The focus is on assessment design that enables students to develop foundational knowledge, skills and attributes that will help them thrive in an AI enabled world (with or without AI assistance). Thank you to Lydia Arnold and others for sharing ideas to include in this resource. Menu design is based on Lydia Arnold s Top trumps (2022). See end card for contributors. Menu collated and customised by Dr Isobel Bowditch, Digital Assessment Advisor, UCL, supported by Jisc National Centre for Ai in tertiary education, Pam Birtill University of Leeds, Eddie Cowling University of York, Marieke Guy UCL, Cathy Minett-Smith University of West of England, Stephen Webb University of Portsmouth.

  3. Each card outlines: Type of assessment task Corresponding assessment type in UCL's Assessment Operating Model. See slide 4 for key The learning that it assesses and develops with reference to Bloom s taxonomy, personal and professional capabilities and AI literacy Appropriate formats Rating on some key characteristics of assessment. See slides 5 and 6 for key Where appropriate, whether the activity is suitable for specific disciplinary areas

  4. Assessment categories The cards use six types of summative assessments/exam categories common in HE education, abbreviated as follows: Controlled Condition Exams (time limited exams in person or online - which may or may not allow for use of authorised resources). Practical Exams (practical assessments with a short, fixed duration such as presentations, group presentations, vivas, clinical exams, OSCEs, lab tests etc). Take-Home Papers / Open Book (assessments with limited duration of say 1 day to 1 week. Students are allowed access to resources). Dissertation (extended, in-depth coursework assignments involving research and independent study). Quizzes & In-class Tests (these take place in person or online and although often include MCQ type questions may also include other class activities). Coursework and other Assessments (Assignments where students are typically given a few weeks to complete the assessment). Includes essays, reports, portfolios, artefacts, exhibitions or other assessment that does not fit into other categories.

  5. Star ratings explained The star ratings on these cards show one perspective on the characteristics of each assessment type. Users should debate and discuss these judgements and come to their own view.

  6. The ratings relate to key areas of assessment design and priorities: Often mirroring real life, complex challenges, authentic assessments have diverse outputs and focus on process as well as product. They equip students to work with uncertainty and caused them to reflect meaningfully on their learning. Authenticity The effort required to construct or produce meaning or knowledge rather than simply re- producing meaning and knowledge as created by others. Challenge The outcome enables students to demonstrate learning by engaging in complex performance, creating a significant product or accomplishing a complex task, using higher- order thinking, problem-solving and creativity. The level of active learning students engage in during the assessment either through feedback opportunities or metacognition (learning how to learn). The manageability of different assessments in different circumstances. This could be the support students need in terms of developing certain capabilities such as AI literacy or critical thinking, providing feedback opportunities or in the assessment mechanisms. The possible impact of the assessment beyond the timescale of a programme of study and how it prepares students to meet their present and future learning needs. Product Learning Staff demand Lifelong learning

  7. Assessment category index CCE Controlled Condition Exams OB Q Take-Home Papers / Open Book Quizzes and In-class Tests The assessment cards relate to the six categories shown here. Flick through the cards and look for ideas you might try. Alternatively, click on a category opposite to view an index of relevant cards. PE D C Practical Exams Dissertation Coursework and other Written Assessments

  8. Controlled Condition Exams AI case studies Explain your thinking AI chatbot research Infographic AI solution finder Live analysis Analyse public data Style and profile Case study (provided) Visualise a concept Debate with AI Writing futures (with AI) Design a non-AI assessment

  9. Take-Home Papers / Open Book AI solution finder Design a non-AI assessment Explain your thinking AI think-pair-share Infographic Annotated bibliography Live analysis Analyse public data Style and profile AI chatbot research Case study (provided) Visualise a concept Debate with AI AI generated research leads Writing futures (with AI) AI prompt competition Data explainer

  10. Quizzes and In-class Tests Analyse public data Data explainer

  11. Practical exams AI case studies Field viva AI prompt competition Public meeting AI road test Research translation AI think-pair-share Simulation Annotated bibliography Talk like TED Case study (student led) Triple jump Design a quiz

  12. Dissertation AI solution finder Documentary assignment Case study (student led) Micro action research project Consultant report

  13. Coursework and other Written Assessments Research translation Case study (student led) Documentary assignment AI case studies Style and profile Collections Field viva AI chatbot research Talk like TED Consultant report Imaginary objects exhibition AI generated research leads Triple jump Create a teaching resource Infographic AI prompt competition Visualise a concept Data explainer AI road test Learning journal/log Work-based assessment AI solution finder Debate with AI Live analysis Work-in-progress exhibition AI think-pair-share Design a quiz Micro action research project Design and build On campus project Writing futures (with AI) Analyse public data Annotated bibliography Design a non-AI assessment Patchwork assessment Case study (provided) Digital field guide Public meeting

  14. AI case studies Student activities Assesses/Develops Contextual intelligence Professional application of AI Critical evaluation AI literacy (e.g.ethics and data protection) Metacognition Authenticity 1. Students select a real-world example where AI has influenced an aspect of practice, eg voting in a political election, financial decision making, parole decisions in law, medical diagnosis. 2. They then analyse the implications and consequences of the example evaluating the role that plays in careers which may be aligned to their discipline and which requires specialist application. 3. They can also identify some key skills or capabilities that they may need to improve on or develop in their chosen career/ possible future career options. Challenge Product Learning Formats Student's findings could be documented in a: Blog Presentation(live or pre-recorded) Written document. Staff demand Lifelong learning

  15. AI chatbot research Suitable for: Areas related to business, healthcare, legal or product design. Assesses/Develops Communication Research Problem solving Evaluation Understanding of user experience Authenticity Challenge Student activities 1. Students identify a query related to their discipline that they would like help with. 2. They research relevant websites using AI chatbot assistants, submit their query to the chatbot and keep a document of the conversation. 3. They evaluate the experience using a set of agreed criteria and make recommendations for improvement. 4. They then write an email to the company about their experience with recommendations. 5. The final submission includes documentation of the conversation, reflections on key characteristics, the company email and, where possible any response received. Product Learning Formats Documentation in written form (including screenshots, criteria used for evaluation, links etc). Staff demand Lifelong learning

  16. AI generated research leads Suitable for: a range of disciplines where research proposals are part of the assessment. Assesses/Develops Research skills Critical evaluation Disciplinary/professional knowledge AI prompt engineering skills Creativity Authenticity Challenge Student activities Product 1. Students use AI to identify which current debates and complex challenges are happening in their profession or discipline and which are in need of resolution. 2. They can then either explore through further research or observation in a real-world context and write up a research proposal. Alternatively, the research leads exercise can be an end in itself where students present their findings with commentary and links to resources. Learning Formats Student can present findings live or prerecorded along with supplementary written evidence. Research proposal would normally be written perhaps using a template. Staff demand Lifelong learning

  17. AI prompt competition Student activities Assesses/Develops Critical evaluation Problem solving AI literacy (e.g. prompt engineering) Reflection Collaboration Authenticity 1. Identify a major question/challenge in your discipline, preferably with no clear solution. Challenge 2. Collaborate on developing and agreeing 5 to 10 criteria for assessing AI generated responses to the question, e.g. does it reference more than one theoretical perspective? Product Learning 3. Individually write a prompt for AI to answer the question. Formats Online forums or in- class activities (step 1 to 3). Written document or presentation as live /recorded oral, PPT or video. (steps 4 to 5). Staff demand 4. In small groups use their criteria to judge the responses of other students and rate the AI prompts/responses from best to worst. Lifelong learning 5. Write up a report/reflection on the process.

  18. AI road test Student activities Assesses/Develops Critical thinking Group work Good academic writing practice in referencing and summarising Authenticity 1. The student uses AI to generate a short (200 word) response to an open question. 2. They individually complete a pro forma which includes elements in the AI-generated answer such as quality of writing (language, references, argument etc.). 3. In small groups students discuss their findings. 4. They then give a joint presentation on the process and outcomes of their discussions. 5. They might also be asked to individually or collaboratively write a better written piece. Challenge Product Formats The conversation and presentation can be in class or online. The presentation could also be a pre-recorded video (e.g., using PPT). Learning Staff demand Lifelong learning

  19. AI solution finder Assesses/Develops Creativity and divergent thinking Contextual intelligence AI literacy AI technical understanding Research Professional confidence Suitable for: a range of disciplines but could be of particular use post placement where students have had experience of real-world, work-based challenges. Authenticity Challenge Student activities Product 1. Students appraise current challenges in a specific professional or disciplinary field and investigate where AI could offer opportunities OR identify a challenge themselves (new or predicted). 2. They then present rationale for selection of the challenge (why it is a priority) and a plan for how AI might help to resolve it. 3. They could then present this to work-based colleagues/managers for feedback where relevant. Learning Formats Presentation (live or prerecorded). Written document. Blog post. Staff demand Lifelong learning

  20. AI think-pair-share Student activities Assesses/Develops Critical thinking Evaluation AI literacy Independent thinking Reflection Authenticity 1. Students individually identify a key challenge in their field or discipline. 2. Using three different types of prompts, they generate a response from an AI text generator. 3. They pair up to exchange notes on the process and whether the outputs were correct, surprising etc. 4. Individually, they then refine their prompt to generate a final AI output and log the changes they make. 5. They submit this output along with their prompt, improved AI response, added content highlighted and a reflection about the pre-work in pairs. Challenge Product Formats In class or Teams. Output will be in written format. Students can use Track Changes in MS Word or Suggesting in Google Docs to make and log changes. Learning Staff demand Lifelong learning

  21. Analyse public data Student activities Assesses/Develops Cultural intelligence Evaluation Data literacy Application Research skills Ethical and contextual understanding. Authenticity 1. Students locate open-source live data sets (e.g. from sources such as Google Trends, WHO, Earth Data and governments) to help answer current pressing questions associated with their discipline (that they have either identified or been provided with). For arts subjects this could mean exploring open access repositories. 2. Using a set of criteria they evaluate the data from a user perspective. 3. They could also select and work with data to generate an output such as policy proposal, infographic or documentary. Challenge Product Learning Formats For testing this could be a Quiz delivered online or in class. For evaluation this could be a proforma or report. Output could be produced in written, visual, or video formats. Staff demand Lifelong learning

  22. Annotated bibliography Student activities Assesses/Develops Cultural intelligence Evaluation Analysis Understanding Critical reflection Self-evaluation Information literacy Authenticity 1. The students compile a list of sources (written/other media), including a diverse range of authors, e.g. from different cultural, racial or class backgrounds who identify as LGBTQ, disabled or other characteristics. 2. They summarise their choice of material, providing a brief explanation of its application to their area of study. 3. For at least 2 entries they provide a more in-depth discussion /critique of the material and why they think it is an important addition to the curriculum. 4. Lists are shared with peers and each student commits to following up on at least one source from another s list. 5. Each student submits their annotated list with commentary about their learning throughout the process Challenge Product Learning Formats Online reference tools e.g. Moodle Glossary, Talis Elevate, Zotero for formative. For summative, a document or presentation (live or recorded). Staff demand Lifelong learning

  23. Case study (provided) Student activities Assesses/Develops Analysis Application Critical evaluation Relating theory to practice Understanding of professional contexts Authenticity 1. Students are provided with an existing case study or multiple ones with similar features. 2. They are asked to read thoroughly, take notes and highlight key areas included in the case studies. 3. They then identify 2 to 3 key problems, why they exist, how they impacted the organisation/s, who is responsible and whether they think the solutions offered are viable (and if not why not). 4. Students then present their findings including a reflection on what professional or theoretical models they think are useful in interpreting these case studies. Challenge Product Learning Formats Written document. In-class or online presentation (PPT for example). Video submission of pre-recorded piece. Staff demand Lifelong learning

  24. Case study (student led) Student activities Assesses/Develops Analysis Application Critical evaluation Relating theory to practice Understanding of professional contexts Authenticity 1. Students identify a real-life issue or challenge in their discipline or professional context or organization. 2. In groups, students discuss their issues, possible explanations, data and any solutions they are thinking about. 3. Depending on the level of the student EITHER: a) based on group discussion, produce a draft proposal for a research-informed case study (what data is needed, which stakeholders, analysis methodology, hypothetical solutions etc) for presentation to the class OR b) conduct small-scale research by gathering data/interviews, analysis and producing a report and recommendations for presentation to stakeholders. Challenge Product Learning Formats In-person or online presentation. Staff demand Lifelong learning

  25. Collections Student activities Assesses/Develops Critical evaluation Contextual intelligence Organisation Creativity Planning Authenticity 1. Students select and organise information for a given context (e.g. music, or film performances for a festival, poems for a publication, equipment for a new veterinary practice, products for a new fashion retail website) and provide a critical narrative to explain their choices for inclusion or exclusion of material. 2. Feedback can be sought at various stages of the process through group discussion or one-to-ones. 3. The next step could be to ask students to produce or stage the final event, publication, website or exhibition OR to make it more manageable for large cohorts, ask them to produce a mixed media output with supporting documentation. Challenge Product Formats Depends on the student s project and area of interest. Final submissions for assessment could be made in written form with links/images and documentation. Learning Staff demand Lifelong learning

  26. Consultant report: professional futures Student activities Assesses Contextual intelligence Research Presentation and communication skills Synthesis of ideas Professional skills and knowledge Authenticity 1. Students explore the role of AI in their discipline or professional areas. 2. Students research or imagine how AI may influence their future career, eg through news articles, speaking to others, looking at webinars on the subject. 3. You may want to develop the task by inviting in guest speakers and providing opportunities for Q&A. Students can also contribute to discussion forums or work collaboratively. 4. Students can then individually/ in group produce a consultant report for a professional body. They might also create an action plan evaluating their current strengths and areas for development in terms of AI /technical skills. Challenge Product Learning Formats Webpage. Blog. Video. Podcast. Written document. Staff demand Lifelong learning

  27. Create a teaching resource Student activities Assesses/Develops Metacognition Collaboration Communication Grasp of subject knowledge Assessment literacy Digital skills Authenticity 1. Students are asked to create a collaborative resource to teach other students (present or future) about a specific topic e.g. to explain key concepts or identify common misconceptions 2. As a group they agree on a chosen medium or platform and what topic/aspect of a topic each individual will cover. 3. Group reviews and revises final resources. 4. Once completed students are assessed both on group collaboration and individual contribution. 5. Remember to ask students for permission to use their work with future cohorts. Challenge Product Learning Formats Blog, video or interactive resource. Written document depending on what students agree. Staff demand Lifelong learning

  28. Data explainer Student activities Assesses/Develops Understanding (deep knowledge) Data Analytics Evaluation Communication Metacognition Authenticity 1. Students are directed to a data set, e.g. business accounts or product testing measurements, and asked to perform appropriate calculations and interrogation. 2. They could compare calculations done on specialist data sets with those obtained from generative AI. 3. They then describe the steps that they went through as if explaining to a client, patient or colleague. 4. They are asked to draw conclusions and make recommendations. They might use data visualisations to summarise findings. Challenge Product Learning Formats Could use online quiz for Step 1 and 2. Documentation and final output could be written, presentation (live, prerecorded) or video. Staff demand Lifelong learning

  29. Debate with AI Student activities Assesses/Develops Critical evaluation Problem solving AI literacy Independent thinking Contextual intelligence Authenticity 1. Students choose (or are provided with) a major question or challenge in their field or discipline. 2. Either as an individual or group activity, they present this to an AI text generator) and engage in a debate with AI by questioning the responses (you may have to provide some guidance around questioning strategies). 3. The students then individually produce an argumentative essay based on their dialogue with AI evaluating both their own position and that of AI. Challenge Product Formats AI text generator e.g., ChatGPT. Group debate in class, online (via webconference or online forum). Essay could be written, video or audio. Learning Staff demand Lifelong learning

  30. Design a quiz Suitable for: disciplines where students undertake calculations, e.g. engineering or accounting. Assesses/Develops Foundational knowledge Research Evaluation Metacognition Collaboration Authenticity Challenge Student activities Product 1. Before starting, tutors will need to discuss question design with students what 'good distractors' (i.e. wrong answers) look like and how to avoid giveaways. 2. Students individually research question material, answers and feedback they will provide. They might use AI to generate some initial ideas but will have to interrogate responses. 3. They then share with others for peer review and revise where necessary. 4. After quality checking /assessment, quizzes can be used by future cohorts for formative assessment. Formats This could be provided as word document or a collaborative interactive quiz (if IT permissions allow). Learning Staff demand Lifelong learning

  31. Design and build Student activities Assesses/Develops Metacognition Research Social intelligence Application Practical competence Assessment literacy Collaboration Authenticity 1. Students design a product that addresses a real- life problem, e.g. practical solution for engineering or computing, a professional development template for a business student. 2. Once a draft is prepared they present to peers and/or stakeholders for feedback. 3. Students can use AI for brainstorming ideas, refining presentations, checking calculations, seeking advice on component selection etc. 4. They produce a reflective narrative (or exhibition) to accompany their product, documenting the design process, decisions made, team-work and relevant stakeholder engagement. 5. Realistic management of scope of brief and available resources is essential. Challenge Product Learning Formats Depends on the nature of the project. Final submission can be: Portfolio. Blog. Written document Presentation (live or recorded). Staff demand Lifelong learning

  32. Design a non-AI assessment Student activities Assesses/Develops Critical evaluation Problem solving Groupwork AI literacy Authenticity 1. Students use an AI text generator to answer an essay question about a major question or challenge in their field or discipline. 2. In groups or individually they write down five things they learned about the topic from the AI text generator and reflect on what they learned from this software and/or what they didn t learn. 3. Students then design a new assignment that doesn t allow for the use of AI but that allows them (or other students) to demonstrate their learning. Challenge Product Formats AI text generator, e.g. ChatGPT. Group discussion in class, online or asynchronously via an online forum. Final output could be written, video or audio submission. Learning Staff demand Lifelong learning

  33. Digital field guide Student activities Assesses/Develops Critical evaluation Social and cultural intelligence Digital literacy (including AI) Subject knowledge Collaboration Communication Authenticity 1. Students use digital sources of information to create virtual field guides about specific sites (natural world, archaeology, heritage, architecture, geology etc). If using AI sources, these need to be evaluated for accuracy, bias and so on. 2. Using a range of media, students collate an in- depth description or analysis of particular species, landscape feature or place. Subject can be chosen by students or allocated. 3. This can be undertaken individually or as a group. 4. Completed guide is published online with QR codes to enable users to use the field guide to enhance their engagement with the environment. Challenge Product Learning Formats Blog. Website. Downloadable PDF. Staff demand Lifelong learning

  34. Documentary assignment Student activities Assesses/Develops Research Communication Technical production skills (where relevant) Creativity Critical thinking Independent thinking Collaboration (where relevant) Planning and organisation Authenticity 1. Students use the documentary format to consider aspects of programme material and investigate issues. This can be a simple thought piece or a more complex production (e.g. production team of students, interviews with participants, field work etc). 2. They research different documentary styles and identify one to work with, what medium and style to use (audio, video, animation, live action etc) and, if working in groups, identify roles, plan and execute their piece. NB: The brief needs to be clear about whether the documentary should take a clear personal position or be more impartial. Also, clarity on stages of production, length of piece and assessment criteria is required (e.g. what is prioritised production quality, presentation, content, group work etc). Challenge Product Learning Staff demand Lifelong learning Formats Video. Audio. Recorded animation or screencast.

  35. Explain your thinking Student activities Assesses/Develops Reflection Problem solving Communication Research Metacognition Digital skills Authenticity 1. Provide assignment as usual, but in addition require that students to explain at least 8 to 10 steps of their thinking. 2. For example, students can describe the steps in their logic, their problem solving or writing process, or the development of their theoretical path. Challenge Product Learning Formats Written document using Track Changes in MS Word or Suggesting in Google Docs. Audio or video recording (as interview or talking head). Staff demand Lifelong learning

  36. Field viva Suitable for: practice-based disciplines Assesses/Develops Social intelligence Emotional intelligence Research Applied knowledge Interviewing skills Understanding of professional context Authenticity Student activities Challenge 1. Students undertake a professional discussion whilst located in an outdoor practice situation (agronomist talking to a farmer, a surveyor talking to a utilities company or environmental scientist talking with a landowner). 2. The student will research discussion partner and arrange meeting in situ. 3. The live environment should add value to the situation rather than being just a backdrop. 4. Student documents meeting with photos and debrief of the experience. 5. They will have to seek participants permission for recording and potential help from peers if using video. Product Learning Formats Blog or portfolio would be suitable to host multimedia submissions (video, audio, text, images). Alternatively, submission could be video with documentation. Staff demand Lifelong learning

  37. Imaginary objects exhibition Suitable for: architecture, design or art contexts. Assesses/Develops Creativity Critical evaluation AI literacy Practical competence Contextual intelligence Authenticity Student activities Challenge 1. Ask students to identify an object, building or product that they would like to design (one that does not currently exist). 2. Students generate cross-section drawings of the imaginary object using permitted AI image generators. 3. They then translate this into three dimensions for an exhibition. 4. In a seminar they discuss the objects with peers. 5. They need to document the process throughout and finally submit this, a summary of the seminar discussion and their own conclusions about the product. Product Formats Exhibition could be physical or online portfolio for display. To document students could use: Portfolio (also allows feedback from others). Blog with documentation and reflections. Audio/video recording plus written documentation. Learning Staff demand Lifelong learning

  38. Infographic Student activities Assesses/Develops Data literacy Communication Synthesis of complex information Presentation skills Data visualisation Digital design skills Authenticity 1. Students are asked to create an infographic in relation to a specific theme or a topic, selecting and presenting data by making a series of design choices. 2. You may have to advise students on free, accessible software they can use to produce this. The infographic does not have to be professional standard; the focus is on the design and flow of information. 3. As a supplement to the infographic students also produce a narrative to explain how they made the decisions about what to include and exclude, and how to combine data sets. Challenge Product Learning Formats Infographic could be presented in image or live PPT presentation. Supporting documentation either written, audio or video. Staff demand Lifelong learning

  39. Learning journal/log Student activities Assesses/Develops Critical reflection Metacognition Procedural/practical knowledge Contextual intelligence Authenticity 1. Students document learning, highlighting events such as critical incidents, analyse their own goals and progress against these, and to discuss their values. This activity could translate to sketch books for arts-based disciplines. 2. Students may have to be supported in understanding what reflection means within a disciplinary area. Exemplars may be useful. 3. For assessment a pass/fail rather than a numerical grade can help signal the intrinsic value of this activity. Allow students to select what they want to have marked (e.g. choose three entries) while requiring the whole journal to be shared to demonstrate sustained, commitment to the learning process. Challenge Product Formats Submissions could include drawings, text, video, audio diaries or multi-media. Journals could use: Portfolio. Blog. Industry provided/bespoke e.g. medicine may use specific competency- based software. Learning Staff demand Lifelong learning

  40. Live analysis Student activities Assesses/Develops Critical analysis Divergent thinking Subject knowledge Contextual knowledge Communication Managing uncertainty Authenticity 1. Students are presented with live information e.g. on live political situations, current debates, media moments, or cultural events. 2. They produce an analysis of the causes, lessons, trends, and interventions. 3. They can provide this in a way that is discipline specific e.g. long-read news publication, press release, scientific viewpoint article or other analysis rich text. Challenge Product Learning Formats Written document Blog. Presentation (live or pre-recorded). Staff demand Lifelong learning

  41. Micro action research project Student activities Assesses/Develops Research Problem solving Collaboration Evaluation Links between theory and practice Ethical mindset Project/change management Authenticity 1. Students choose an issue or organisational challenge they would like to address. 2. They identify relevant literature/research to inform their approach, which stakeholders they will work with, the timeline, evaluation methods and what support they will need. 3. With key stakeholders they design an organisational improvement project, identifying and implementing one small scale intervention they believe will have a positive impact. 4. They present findings to the organisation in question, complete a report and submit this with feedback from the organisation and supporting documentation for their assessment. Challenge Product Learning Staff demand Formats For final submission: Blog Portfolio Video/oral presentation Written report. Lifelong learning

  42. On campus project Student activities Assesses/Develops Divergent thinking Planning Social intelligence Communication Collaboration Contextual intelligence Cultural intelligence Authenticity 1. Students work in groups on campus-based projects which can encompass social, environmental, educational, or economic issues. 2. Students identify a broad areas of focus and campus-based teams (clients) to work with, e.g. estates, catering, or laboratories. 3. Student teams liaise with appropriate stakeholders (mediated by staff if required) to discuss issues. 4. They then work together to produce client briefings, proposed solutions. 5. They ask client for feedback and if agreed, client may take up proposal in part or in full. Challenge Product Learning Formats Portfolio of documentation and commentary. Blog for documenting process and communicating with wider community. Staff demand Lifelong learning

  43. Patchwork assessment Student activities Assesses/Develops Research Planning Professional skills Evaluation Problem solving Competence in key skills AI literacy Authenticity 1. Students are given a task, e.g. to write a policy review of food security reform within a global setting or curate an exhibition on a topic covered in their programme. 2. They choose their topic by week three of the module. 3. Early in module, they submit/present short drafts (guidance provided on what this should contain) for feedback from staff and students. AI can be used to generate ideas which can be interrogated, revised and integrated if useful. 4. They receive three pieces of feedback on parts of draft (patches). 5. They submit/present a final draft but do not receive feedback on sections they had a chance to submit and get feedback on earlier in the module. Challenge Product Learning Formats For steps 1 to 4 online forums, in person, pre-recorded presentations cam be used as well as written documentation of process. Final submission depends on task but could include online portfolio, physical exhibition, video, website or written document. Staff demand Lifelong learning

  44. Public meeting Student activities Assesses/Develops Research Communication Social intelligence Problem solving Public speaking Empathy Authenticity 1. Students research a controversial issue which has implications for communities (e.g. new housing development, medical treatment or a new way of voting in local elections). 2. They then undertake research and compile a 15- minute presentation for a public meeting, using evidence-based arguments and ensuring that complex issues are communicated in a way that is accessible. 3. They present to the class. The class assumes the role of the affected community. The student responds to their questions. Challenge Product Learning Formats Presentations could be with live in person or online with audience or pre-recorded with questions submitted asynchronously. Staff demand Lifelong learning

  45. Research translation Student activities Assesses/Develops Synthesis of complex ideas Analysis Communication Collaboration (if groupwork) Metacognition Understanding of research process Knowledge production Authenticity 1. Students work with researchers to understand how knowledge in their discipline is produced. 2. Ask PhD students to come and share their research in classes; allow and encourage students to generate questions. 3. Students then interpret the research with some simplified outputs, e.g. posters, infographics, technical notes or a few slides. This can be done as a group exercise or as an individual depending on group size. Students may translate one piece of work or choose multiple ideas to represent. Challenge Product Learning Staff demand Formats Outputs can be produced using simple, available software (Word, PPT, Canva etc). Lifelong learning

  46. Simulation Student activities Assesses/Develops Metacognition Social intelligence Adaptability Applied knowledge Practical competence Resilience Authenticity 1. Simulations involve scenarios presented to students in situations which are designed to be very much like the real professional environment e.g law clinic, conference room for a parliament or international convention or clinical situation. 2. Students are asked to perform tasks or participate in the situation. 3. This can be done through simple role play style approaches or fully immersive and highly equipped facilities (such as clinical settings). Digital or VR simulations may be available in some disciplines. 4. These would normally be assessed in situ or, if recorded, via playback. Challenge Product Learning Formats The context would determine the mode of delivery. Students could be asked to submit reflections on learning from the simulation (written, audio, video). Staff demand Lifelong learning

  47. Style and profile Suitable for: disciplines such as creative writing, art, design, film where style signatures are key. Assesses/Develops Critical evaluation Understanding of creative practice and genres Analysis AI literacy Individual creative practice Authenticity Challenge Student activities Product 1. Students use AI to generate a range of outputs in different genres or styles. 2. They then consider which aspects of the output are true to the original and where it differs or misrepresents original and in what way ,e.g. sentence formation, word selection, punctuation and grammar, etc. 3. Students document their thinking. 4. Another application may be to ask students to produce work in the style of then compare with the AI output (as well as the original). Learning Formats A range of AI tools could be used depending on purpose. The output could be: Live or recorded video. Written document. Blog post. Staff demand Lifelong learning

  48. Talk like TED Student activities Assesses/Develops Creativity Narrative structure Presentation skills Subject knowledge Social intelligence Critical reflection Metacognition Authenticity 1. Students do a talk as if to a live audience along the lines of a Ted talk on topic of their choosing. 2. Students discuss idea with tutor and then start to script their talk. This should have a narrative and ideally personal focus and aim to engage a non- specialist audience. 3. This could be done as live event (in person or online) with several students presenting. Pre- recorded material (e.g. talking head or voice over slides dents who are not comfortable in front of live camera. 4. Students should be available to answer questions from audience (usually peer group). Challenge Product Learning Formats Live/ pre-recorded talk via webconference or recorded in- person event. Video of talk can be submitted with documentation reflecting on experience. Staff demand Lifelong learning

  49. Triple jump Suitable for: clinical settings but also disciplines such as law, surveying, architecture, human resources. Assesses/Develops Divergent thinking Emotional intelligence Communication Research Contextual intelligence Authenticity Challenge Student activities Product 1. Students are presented with an open problem from within a professional area which has multiple possible ways forward rather than a single answer. The problem is often framed through a role play approach e.g. mock clinic or simulation with students in role of client or patient. 2. The student meets with their client/ patient to establish the situation and ask any clarifying questions. 3. They research the issue using appropriate resources (2 to 3 hours). 4. They then return to client /patient and present recommendations. 5. Client/patient feeds back on usefulness of process. Formats Process could be documented via video (for live in person or online activity). Learning Staff demand Lifelong learning

  50. Visualise a concept Student activities Assesses/Develops Conceptual understanding AI prompt engineering Evaluation Reflection Communication Writing skills Authenticity 1. Students select a term or concept to represent visually. They then write words describing this and generate an AI-generated image from appropriate software. 2. They then write a five-minute essay describing the image and linking it to the original term/concept. 3. Students then adapt their image prompts for the AI image generator to create an improved image reflecting their understanding of the term/concept. 4. Students present or submit their images and short reflective pieces. Challenge Product Learning Formats Live or pre-recorded presentation. Blog. Document with image embedded. Staff demand Lifelong learning

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