AI and student assessment explored in Reading study

The University is in a strong position to help students learn about and benefit from artificial intelligence (AI) tools, as new Reading-led research explores challenges around assessment.

A study published by Reading researchers in Psychology and Clinical Language Sciences has gained news coverage this week after it tested the ability of generative AI software to create convincing essays.

The Reading study found that AI-generated assessments were undetectable by markers in almost all cases, although some were spotted.

Since the research was undertaken in 2022, a University working group has completed a thorough assessment of how AI can be used positively in teaching and learning.

A University position statement on AI has been published, along with best practice guidance on using generative AI tools, how to incorporate them into teaching, and how to help students use them appropriately and critically.

• Watch June’s all-staff talk for a summary of the University’s approach to AI in teaching and learning, including all published guidance available.

‘Need to evolve in face of AI’

The study’s authors, Dr Peter Scarfe and Professor Etienne Roesch in Psychology, are calling for the global education sector to follow the example of Reading and others by doing more to address this emerging issue.

A recent UNESCO survey of 450 schools and universities found that less than 10% had policies or guidance on the use of generative AI.

The researchers say their findings highlight the importance of understanding the impact of AI on academic integrity and agreeing across the education sector how students are expected to use and acknowledge the role of AI in their work.

‘Transformative effect’

Student assessment methods at Reading have placed less of a focus on written exams in recent years, to make it more inclusive and use more authentic ways of measuring students’ learning.

Professor Elizabeth McCrum, Pro-Vice-Chancellor (Education and Student Experience), said: “It is clear that AI will have a transformative effect in many aspects of our lives, including how we teach students and assess their learning.

“At Reading, the recently-completed Portfolio Review Project considered all aspects of our teaching, including making greater use of technology to enhance student experience and boost graduate employability skills.

“Solutions include moving away from outmoded ideas of assessment and towards those that are more aligned with the skills that students will need in the workplace, including making use of AI. Sharing alternative approaches that enable students to demonstrate their knowledge and skills, with colleagues across disciplines, is vitally important.

“I am confident that through Reading’s already established detailed review of all our courses, we are in a strong position to help our current and future students to learn about, and benefit from, the rapid developments in AI.”