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