Judgment in the Age of AI · Article 27
When an assignment evaluates only the final product, a teacher cannot easily tell what the student understood and what AI supplied. The answer is not to turn every task into an examination, but to leave observable evidence of learning.
Split one mark into four kinds of evidence
| Evidence | How to collect it | What it tests |
|---|---|---|
| Starting point | In-class note, initial judgement, question list | Prior understanding |
| Process | Drafts, prompt record, revision commentary | Reasoning and choices |
| Product | Report, artefact or solution | Integrated expression |
| Transfer | Oral explanation, live variation, reflection | Genuine mastery |
Change the task as well
Use fewer prompts that merely require a summary of public information. Add local context, comparison of evidence, explanation of personal choices and correction of a flawed answer. AI may participate, but copying its output will not complete the task.
State the boundary in advance
- Which stages may use AI;
- Which uses must be disclosed;
- Which abilities must be demonstrated independently;
- Which evidence will determine the mark.
Good assessment does not try to guess whether AI was used. It makes understanding, judgement and responsibility visible in the work.
References
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