No Cover Image

Conference Paper/Proceeding/Abstract 52 views

Learning without Limits: Analysing the Usage of Generative AI in a Summative Assessment

Lee Clift Orcid Logo, Olga Petrovska Orcid Logo

Proceedings of the 9th Conference on Computing Education Practice, Pages: 5 - 8

Swansea University Authors: Lee Clift Orcid Logo, Olga Petrovska Orcid Logo

Full text not available from this repository: check for access using links below.

DOI (Published version): 10.1145/3702212.3702214

Abstract

This paper explores how Generative AI (GenAI) can be introduced within summative assessment components in software engineering education. We present an example of an assessment which allows learners to use GenAI in a freeform, constructionist manner, as part of a large, software development project....

Full description

Published in: Proceedings of the 9th Conference on Computing Education Practice
Published: New York, NY, USA ACM 2025
Online Access: https://doi.org/10.1145/3702212.3702214
URI: https://cronfa.swan.ac.uk/Record/cronfa68729
first_indexed 2025-01-23T16:41:28Z
last_indexed 2025-01-23T20:50:17Z
id cronfa68729
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2025-01-23T16:41:26.3554483</datestamp><bib-version>v2</bib-version><id>68729</id><entry>2025-01-23</entry><title>Learning without Limits: Analysing the Usage of Generative AI in a Summative Assessment</title><swanseaauthors><author><sid>58d8505705a12aa26b51527e01bbd15a</sid><ORCID>0000-0002-8313-9934</ORCID><firstname>Lee</firstname><surname>Clift</surname><name>Lee Clift</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>3f0bf84d3c8d15113f3f0da0aab6b783</sid><ORCID>0000-0003-1170-8816</ORCID><firstname>Olga</firstname><surname>Petrovska</surname><name>Olga Petrovska</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2025-01-23</date><deptcode>MACS</deptcode><abstract>This paper explores how Generative AI (GenAI) can be introduced within summative assessment components in software engineering education. We present an example of an assessment which allows learners to use GenAI in a freeform, constructionist manner, as part of a large, software development project. This work is inspired by previously executed AI-focused assessments and surveys, which explicitly indicate that learners on an Applied Software Engineering Degree Apprenticeship Programme want to formally learn how to use GenAI tools when programming and their employers want to see these skills from graduates. The learning outcome of the assignment was for learners to explore a typical developmental pipeline as a solo developer, moving from design to development to finished product. Learners were marked exclusively on their end product and understanding of application components, not the written code itself, resulting in an assessment where the end product and project were prioritised over foundational code (which was adequately assessed in other components). The results show that all learners used GenAI to some extent during their project, and in all cases, they found it beneficial for large programming tasks. Learners were generally able to produce a larger, more comprehensive and more ambitious project, compared to previous years. It is proposed that removing the barrier to GenAI - and demystifying it - can encourage a constructionist approach to its use, and normalise it as a potential tool for programming.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal>Proceedings of the 9th Conference on Computing Education Practice</journal><volume/><journalNumber/><paginationStart>5</paginationStart><paginationEnd>8</paginationEnd><publisher>ACM</publisher><placeOfPublication>New York, NY, USA</placeOfPublication><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic/><keywords/><publishedDay>7</publishedDay><publishedMonth>1</publishedMonth><publishedYear>2025</publishedYear><publishedDate>2025-01-07</publishedDate><doi>10.1145/3702212.3702214</doi><url>https://doi.org/10.1145/3702212.3702214</url><notes/><college>COLLEGE NANME</college><department>Mathematics and Computer Science School</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>MACS</DepartmentCode><institution>Swansea University</institution><apcterm/><funders/><projectreference/><lastEdited>2025-01-23T16:41:26.3554483</lastEdited><Created>2025-01-23T16:31:03.0848646</Created><path><level id="1">Faculty of Science and Engineering</level><level id="2">School of Mathematics and Computer Science - Computer Science</level></path><authors><author><firstname>Lee</firstname><surname>Clift</surname><orcid>0000-0002-8313-9934</orcid><order>1</order></author><author><firstname>Olga</firstname><surname>Petrovska</surname><orcid>0000-0003-1170-8816</orcid><order>2</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2025-01-23T16:41:26.3554483 v2 68729 2025-01-23 Learning without Limits: Analysing the Usage of Generative AI in a Summative Assessment 58d8505705a12aa26b51527e01bbd15a 0000-0002-8313-9934 Lee Clift Lee Clift true false 3f0bf84d3c8d15113f3f0da0aab6b783 0000-0003-1170-8816 Olga Petrovska Olga Petrovska true false 2025-01-23 MACS This paper explores how Generative AI (GenAI) can be introduced within summative assessment components in software engineering education. We present an example of an assessment which allows learners to use GenAI in a freeform, constructionist manner, as part of a large, software development project. This work is inspired by previously executed AI-focused assessments and surveys, which explicitly indicate that learners on an Applied Software Engineering Degree Apprenticeship Programme want to formally learn how to use GenAI tools when programming and their employers want to see these skills from graduates. The learning outcome of the assignment was for learners to explore a typical developmental pipeline as a solo developer, moving from design to development to finished product. Learners were marked exclusively on their end product and understanding of application components, not the written code itself, resulting in an assessment where the end product and project were prioritised over foundational code (which was adequately assessed in other components). The results show that all learners used GenAI to some extent during their project, and in all cases, they found it beneficial for large programming tasks. Learners were generally able to produce a larger, more comprehensive and more ambitious project, compared to previous years. It is proposed that removing the barrier to GenAI - and demystifying it - can encourage a constructionist approach to its use, and normalise it as a potential tool for programming. Conference Paper/Proceeding/Abstract Proceedings of the 9th Conference on Computing Education Practice 5 8 ACM New York, NY, USA 7 1 2025 2025-01-07 10.1145/3702212.3702214 https://doi.org/10.1145/3702212.3702214 COLLEGE NANME Mathematics and Computer Science School COLLEGE CODE MACS Swansea University 2025-01-23T16:41:26.3554483 2025-01-23T16:31:03.0848646 Faculty of Science and Engineering School of Mathematics and Computer Science - Computer Science Lee Clift 0000-0002-8313-9934 1 Olga Petrovska 0000-0003-1170-8816 2
title Learning without Limits: Analysing the Usage of Generative AI in a Summative Assessment
spellingShingle Learning without Limits: Analysing the Usage of Generative AI in a Summative Assessment
Lee Clift
Olga Petrovska
title_short Learning without Limits: Analysing the Usage of Generative AI in a Summative Assessment
title_full Learning without Limits: Analysing the Usage of Generative AI in a Summative Assessment
title_fullStr Learning without Limits: Analysing the Usage of Generative AI in a Summative Assessment
title_full_unstemmed Learning without Limits: Analysing the Usage of Generative AI in a Summative Assessment
title_sort Learning without Limits: Analysing the Usage of Generative AI in a Summative Assessment
author_id_str_mv 58d8505705a12aa26b51527e01bbd15a
3f0bf84d3c8d15113f3f0da0aab6b783
author_id_fullname_str_mv 58d8505705a12aa26b51527e01bbd15a_***_Lee Clift
3f0bf84d3c8d15113f3f0da0aab6b783_***_Olga Petrovska
author Lee Clift
Olga Petrovska
author2 Lee Clift
Olga Petrovska
format Conference Paper/Proceeding/Abstract
container_title Proceedings of the 9th Conference on Computing Education Practice
container_start_page 5
publishDate 2025
institution Swansea University
doi_str_mv 10.1145/3702212.3702214
publisher ACM
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Mathematics and Computer Science - Computer Science{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Mathematics and Computer Science - Computer Science
url https://doi.org/10.1145/3702212.3702214
document_store_str 0
active_str 0
description This paper explores how Generative AI (GenAI) can be introduced within summative assessment components in software engineering education. We present an example of an assessment which allows learners to use GenAI in a freeform, constructionist manner, as part of a large, software development project. This work is inspired by previously executed AI-focused assessments and surveys, which explicitly indicate that learners on an Applied Software Engineering Degree Apprenticeship Programme want to formally learn how to use GenAI tools when programming and their employers want to see these skills from graduates. The learning outcome of the assignment was for learners to explore a typical developmental pipeline as a solo developer, moving from design to development to finished product. Learners were marked exclusively on their end product and understanding of application components, not the written code itself, resulting in an assessment where the end product and project were prioritised over foundational code (which was adequately assessed in other components). The results show that all learners used GenAI to some extent during their project, and in all cases, they found it beneficial for large programming tasks. Learners were generally able to produce a larger, more comprehensive and more ambitious project, compared to previous years. It is proposed that removing the barrier to GenAI - and demystifying it - can encourage a constructionist approach to its use, and normalise it as a potential tool for programming.
published_date 2025-01-07T08:26:46Z
_version_ 1824382995892535296
score 11.052532