Assessment in the age of artificial intelligence: Analysis of ChatGPT response to higher education assessment tasks

Abstract

The development and introduction of AI language models have transformed the way humans and institutions interact with technology, enabling natural and intuitive communication between humans and machines. This paper conducts a competence-based analysis of ChatGPT’s task response to provide insight into its language proficiency, critical analysis and reasoning ability, and structure and relevance of the response. A multidisciplinary approach is adopted, drawing from fields such as Accounting, Education, Management, Social Work and Law, to evaluate the responses generated by the AI to higher education assignments. This paper offers insights into the strengths and limitations of ChatGPT responses and identifies implications for the design and implementation of higher education assessment tasks.

RAS ID

76461

Document Type

Journal Article

Date of Publication

2024

School

School of Arts and Humanities

Copyright

free_to_read

Publisher

University of Hong Kong

Identifier

Penny Kansiime: https://orcid.org/0000-0002-7289-3069

Comments

Tenakwah, E. S., Boadu, G., Tenakwah, E. J., Parzakonis, M., Brady, M., Kansiime, P., Said, S., Eyaa, S., Ayilu, R., Radavoi, C., & Berman, A. (2024). Assessment in the age of artificial intelligence: Analysis of ChatGPT response to higher education assessment tasks. Knowledge Management & E-Learning: An International Journal, 4(3), 248-249. https://doi.org/10.5194/bg-21-5079-2032

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