With the launching of ChatGPT and other Artificial Intelligent (AI) tools, educators and researchers in tertiary organisations are concerned with the possibility of students’ “cheating” with the help of AI. It is time for educators to re-think the effectiveness of our traditional assessment tools so that the students have the opportunities to obtain support from AI, while not being considered “cheating” in their assessments. Based on the cultural heritage of visual literacy in New Zealand, the author aims at exploring alternative assessment tools to support the students’ voyage of studies by using AI tools in an authentic and effective way.
A pilot study on a collaborative visual assessment tool is conducted with a group of adult students in Auckland, New Zealand. The aim is to explore the possibilities of assessing students’ learning by designing an assessment tool that requires the students to negotiate with AI when synthesising ideas. The process of assessment is collaborative among the students, the AI-supported image generator and the assessor. The study explores how the visual images generated by AI with the students’ prompts reflect the students’ understanding of the course content as well as their critical thinking skills. The validity, reliability and consistency of the assessment tool are discussed in relation to the benefits and challenges for adult learners in the New Zealand landscape. The authors suggest that it is beneficial to adopt visual assessment tools alongside, if not to replace, the current assessment tools heavily relying on academic writing.

Authors:
Sophia Li, Manukau Institute of Technology, New Zealand
Jo Perry, Manukau Institute of Technology, New Zealand

About the Presenter(s)
Ms Long Li is a University Assistant Professor/Lecturer at Manukau Institute of Technology in New Zealand

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