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Education and Training Assessment and Artificial Intelligence. A Pragmatic Guide for Educators

Phil Newton Orcid Logo, Sue Jones

British Journal of Biomedical Science, Volume: 81

Swansea University Author: Phil Newton Orcid Logo

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DOI (Published version): 10.3389/bjbs.2024.14049

Abstract

The emergence of ChatGPT and similar new Generative AI tools has created concern about the validity of many current assessment methods in higher education, since learners might use these tools to complete those assessments. Here we review the current evidence on this issue and show that for assessme...

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Published in: British Journal of Biomedical Science
ISSN: 2474-0896
Published: Frontiers Media SA 2025
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa68814
Abstract: The emergence of ChatGPT and similar new Generative AI tools has created concern about the validity of many current assessment methods in higher education, since learners might use these tools to complete those assessments. Here we review the current evidence on this issue and show that for assessments like essays and multiple-choice exams, these concerns are legitimate: ChatGPT can complete them to a very high standard, quickly and cheaply. We consider how to assess learning in alternative ways, and the importance of retaining assessments of foundational core knowledge. This evidence is considered from the perspective of current professional regulations covering the professional registration of Biomedical Scientists and their Health and Care Professions Council (HCPC) approved education providers, although it should be broadly relevant across higher education.
Keywords: generative artificial intelligence (GenAI), assessment practices, academic integrity, professionalregulation, cheating
College: Faculty of Medicine, Health and Life Sciences
Funders: The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.

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