Student assessments in the age of ChatGPT

Sometimes I teach at a local community college. While I have not since ChatGPT became popular, I wonder how assessments need to be reimagined. I see articles on instructors disallowing use of ChatGPT and some instructors even withholding grades. In my opinion, those are not productive options.

For a perspective, why are students in class? There are many reasons, including personal growth and interest or seeking a social connection. But in the context of my blog topic, I would say it is about acquiring knowledge and to think critically. Those are the areas tied to assessments as well. Let me elaborate each.

Knowledge

Knowledge refers to the understanding, information, and facts that students acquire about a particular subject or topic. It involves grasping and retaining information and concepts related to a specific area of study. Knowledge can be categorized into different types:

1. Factual Knowledge: This includes basic facts, terminology, dates, names, and definitions related to a subject. For example, in history, factual knowledge might involve knowing important events, dates, and key figures.
2. Conceptual Knowledge: Conceptual knowledge involves understanding the underlying principles, theories, and ideas that form the foundation of a subject. It goes beyond memorization and involves comprehension and the ability to apply concepts to different situations. For example, in mathematics, conceptual knowledge might involve understanding mathematical operations, properties, and relationships.
3. Procedural Knowledge: Procedural knowledge refers to knowing how to perform specific tasks or procedures. It involves understanding and following a sequence of steps or processes to achieve a desired outcome. For example, in science, procedural knowledge might involve knowing how to conduct experiments or use laboratory equipment.

Knowledge assessments are typically closed-book, closed-internet, and proctored tests. There are certain “basic” things you must know and not have to refer to external sources to demonstrate success.

Critical Thinking

From knowledge come skills, and these are the practical abilities and competencies that students develop through learning and practice. They involve the application of knowledge to real-world situations and the development of specific capabilities. Here are a few types of skills:

1. Cognitive Skills: Cognitive skills involve mental processes such as critical thinking, problem-solving, analysis, synthesis, and evaluation. These skills enable students to reason, make judgments, and apply knowledge effectively.
2. Communication Skills: Communication skills encompass the ability to express ideas, thoughts, and information effectively through verbal, written, and non-verbal means. It includes skills such as listening, speaking, reading, writing, and presentation.
3. Research Skills: Research skills involve the ability to gather, evaluate, and analyze information from various sources. It includes skills like conducting literature reviews, formulating research questions, collecting, and interpreting data, and drawing conclusions.
4. Social and Emotional Skills: Social and emotional skills involve the ability to interact effectively with others, manage emotions, show empathy, collaborate, and resolve conflicts. These skills contribute to healthy relationships, teamwork, and personal well-being.
5. Practical Skills: Practical skills are specific skills that are directly applicable in real-world contexts. They vary depending on the subject or field of study and can include skills such as coding, laboratory techniques, artistic skills, mechanical skills, or athletic abilities.

Knowledge forms the foundation for the development of skills, and skills, in turn, reinforce and deepen knowledge. By acquiring knowledge and developing skills, students become well-rounded learners who can apply their learning effectively in various domains. These skills then form the basis for critical thinking.

Critical thinking is a cognitive process to use our skills to understand the problem or situation in logical steps. It goes beyond surface-level understanding and encourages students to think deeply and critically about complex issues. Here are some key elements:

1. Analysis and Evaluation: Critical thinking involves breaking down complex problems or ideas into smaller components, examining evidence, and evaluating the strengths and weaknesses of arguments or claims.
2. Reasoning and Logic: It requires students to apply logical reasoning, identify patterns, draw valid conclusions, and make sound judgments based on evidence and logical principles.
3. Problem-Solving: Critical thinking enables students to approach problems or challenges in a systematic and analytical way. It involves identifying alternative solutions, evaluating their effectiveness, and making informed decisions.
4. Creativity and Innovation: Critical thinking fosters creativity by encouraging students to generate innovative ideas, think outside the box, and consider multiple perspectives when approaching a problem.
5. Reflection and Self-Correction: It promotes self-reflection and the ability to identify and correct personal biases or errors in thinking. Critical thinkers are open to feedback, willing to reconsider their beliefs, and committed to continuous learning.

Thinking critically broadens perspectives. Exposure to diverse perspectives and experiences enhances critical thinking skills, while critical thinking allows for a more nuanced understanding of different viewpoints. Both aspects contribute to students’ intellectual development, ability to engage in thoughtful discourse, and make well-informed decisions.

With broadening perspectives, one’s understanding of the world and developing a more comprehensive and inclusive worldview. It involves gaining exposure to different cultures, experiences, ideas, and perspectives.

Assessments of critical thinking typically involve a “take home” assignment or project and it is expected to refer to sources. With the new generative tools this is certainly a challenge with respect to academic integrity.

Future

Looking at the past for lessons for the future, I do remember having hand-written assignments to turn in. Spelling errors would mean points deducted from my grade. With word processing tools, spell-check, grammar-check, and auto-correct who submits a handwritten assignment now anyway? Indeed, even cursive writing is no longer taught. However, despite this technological acceptance we still have thriving spelling bee competitions at all levels! Similarly, the knowledge and use of math tools is necessary — who is computing rocket launch equations by hand now? (see human calculators of NASA)

In my opinion, the same applies to the new generation of tools available now. Students must be encouraged to understand, learn, and apply new tools. I used generative tools in authoring this article! In the end what is the assessment designed to evaluate and is it meeting that objective? Pedagogy must evolve.

I am trying to see how to update CS101 and even simpler learning to code for novices to incorporate the new tools. I have also been trying some simple electronic circuits for kids as well.

If these topics interest you, then reach out to me and I will appreciate any feedback. If you would like to work on such problems, you will generally find open roles as well! Please refer to LinkedIn.