Page 20 - Center for Faculty Development and Learning

Table 1: Nine Strategies for GenAI Facilitated Assessments
Strategy Example
Designing an Assessment
1 Design authentic assessments: Design so that assessments include a combination of real-world prob-
lems, development of an authentic product presented to an authentic audience, and involve students re-
ceiving feedback from peers and reflecting on their assessment processes.
2 For an out-of-class assessment, also have an in-class observed component: For an assessment that in-
volves students submitting a product (e.g. an answer to an essay), ask each student - whilst others in the
class work on other activities - to verbally summarise their work whilst you use a rubric to assess what
they say.
Explaining an Assessment
3 Critique in-class a GenAI generated answer: When providing the assessment description, include a GenAI
generated answer for students to use as a starting point. In class, discuss the quality of the answer and
comment on how it compares to what you want students to do, as described in an accompanying rubric.
4 Give GenAI prompt guidance: When providing the assessment description, discuss in-class the phrasing
of prompts in order to generate useful GenAI information.
When Students Submit an Assessment
5 Require submission of GenAI prompts and outputs: Along with their submissions students need to sub-
mit any GenAI prompts and generated answers for consideration by the instructor. You can also ask stu-
dents to include a descriptive reflection on how they used the GenAI material. This consideration can be
a) a check for appropriate use of GenAI and b) part of the assessment process in that it can indicate the
extent of work - that is, the process - students have done to build upon the GenAI generated answer.
6 Signed cover sheet, with GenAI reflection component: For all assessments completed outside of class
mandate that it includes a signed cover sheet that has a template requiring students to answer questions
about how they used GenAI.
7 Video diary of creation process: For an assessment completed outside of class, require students to also
submit a three-minute video that is a diary of their path to assignment completion, including photos of
the creation process over time.
8 Progressive evidence of engagement: For a high weight assessment (>30%) due in the latter part of a se-
mester, require students to show the instructor their progress throughout the semester, including ex-
plaining the resources they have used.
Integrate with Observed Assessments
9 Test assignments in invigilated exams: In an invigilated exam include questions designed to test stu-
dents’ comprehension of already completed out-of-class assignments. This is also good educational prac-
tice in that it provides students with more than one opportunity to demonstrate their achievement of the
course learning outcomes.

If you are interested in being a part of an Assessment-
focused
Community of Practice at ADU or wish to add to the list
of strategies please email me – gary.williams@adu.ac.ae
I will then keep you updated as events and resources are
developed.
Note: This article is based on a Professional Development
session by Associate Professor Gary Williams, held on the
25th of October 2024, at Abu Dhabi University.
Note: References can be provided via e-mail.

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