When Good Work No Longer Proves That Learning Has Happened

For many years, lecturers could reasonably assume that a submitted assignment reflected the student’s effort, understanding and ability.

That assumption is no longer safe.

Generative AI can now help students:

• Interpret an assessment question
• Develop an outline
• Generate arguments
• Write a report
• Create references
• Produce presentation slides
• Develop computer code
• Write a reflection
• Improve the final language

The submitted work may look excellent.

But can the student explain it?

Can the student defend the decisions?

Can the student apply the same knowledge to a different problem?

Can the student recognise when the AI-generated answer is wrong?

This is the real challenge.

Universities may receive better-looking assignments while becoming less certain that students have achieved the Course Learning Outcomes.

Assessment is not only about producing work. Assessment is the checkpoint used to determine whether learning has taken place.

If AI performs the intellectual work expected by the CLO, then the assessment may no longer provide valid evidence of the student’s achievement.

For example, consider a CLO that requires students to:

Analyse a complex organisational problem and recommend an appropriate solution.

If AI performs the analysis, develops the recommendation and writes the justification, what exactly has the student demonstrated?

Editing the AI output is not necessarily the same as achieving the CLO.

This becomes even more serious when conventional final examinations are replaced with unsupervised take-home assessments.

A lecturer may:

1. Take the existing examination questions
2. Upload them into the LMS
3. Give students 24 or 48 hours to respond
4. Rename the activity “Final Assessment”

That is not assessment transformation.

It is simply an unsecured take-home examination.

The assessment loses the controls of a supervised examination, but it does not gain the strengths of a properly designed authentic assessment.

The result may be the worst of both worlds:

• It is not a secure examination.
• It is not an authentic assessment.
• It may not verify individual competency.
• It is highly exposed to AI-generated answers.
• It may encourage collaboration beyond what is permitted.
• It may produce unreliable CLO attainment results.

There is another uncomfortable truth:

Authentic assessment is not automatically AI-resistant.

AI can produce case analyses, lesson plans, marketing strategies, business proposals, research summaries, reflective writing, computer code and project documentation.

Adding a real-world scenario does not automatically make an assessment secure.

Even personalised questions can be uploaded into an AI tool.

        AI detection software will not solve the problem either.

Detection may raise concerns, but it cannot reliably tell us:

• Who completed the work
• How much AI was used
• Whether the use was permitted
• Whether the student understood the submission
• Whether the student personally achieved the CLO

The solution cannot be limited to catching students.

The better question is:

What evidence would convince us that this student has genuinely achieved the CLO, whether AI was used or not?

This does not mean universities should return entirely to conventional examinations.

It means assessment can no longer depend only on the final product.

A polished report is no longer enough.

A complete portfolio is no longer enough.

A professional-looking presentation is no longer enough.

Lecturers may also need to see the student’s:

• Development process
• Decisions and justification
• Response to feedback
• Ability to correct mistakes
• Application to a new situation
• Live demonstration
• Oral explanation
• Individual defence

Without these forms of evidence, universities may gradually produce graduates with impressive assignments but weak underlying capabilities.

The qualification may appear strong on paper while becoming less reliable as evidence of what the graduate can actually do.

In the next article, I will explore how institutions can respond responsibly without banning AI or allowing AI to replace learning.

Related articles:

>>> AI Is Changing How Students Learn. That Is Not Necessarily a Bad Thing.
>>> The Danger of Going All Out - Alternative Final Assessment in Higher Education

#HigherEducation #GenerativeAI #AssessmentIntegrity #AcademicQuality #CourseLearningOutcomes

AI Is Changing How Students Learn. That Is Not Necessarily a Bad Thing.

Generative AI has quickly become part of the higher education learning environment.

Students are using AI to:

• Explain difficult concepts
• Summarise reading materials
• Generate practice questions
• Brainstorm ideas
• Improve their writing
• Review early drafts
• Practise presentations
• Explore different solutions

Used properly, AI can become a powerful learning companion.

A student who is struggling with a difficult concept no longer needs to wait until the next class. AI can provide an explanation immediately, simplify the language, give examples and even create additional exercises.

For students who are less confident in writing, AI can help organise ideas and improve clarity. For students learning in a second language, it can reduce language barriers and allow greater attention to the subject itself.

This creates an exciting opportunity for higher education.

Instead of spending too much time reproducing information, students can spend more time:

• Asking better questions
• Comparing different perspectives
• Solving meaningful problems
• Evaluating information
• Creating new ideas
• Applying knowledge in real situations

AI can also make formative assessment more useful.

Formative assessment is designed to help students learn before the final grade is awarded. Examples include drafts, practice activities, proposals, discussions, quizzes and early project work.

In these activities, AI can act as a tutor, coach or feedback partner.

But there is an important condition:

AI should support the learning process, not replace the learning process.

If students use AI to explain a concept and then attempt the task themselves, AI can support learning.

If students ask AI to complete the task and submit the answer without understanding it, learning may not happen at all.

The difference is not whether AI was used.

The difference is how AI was used and what the student learned from using it.

The future of higher education cannot be built around banning every AI tool. Students will enter workplaces where AI is increasingly part of professional practice.

Graduates will need to know how to:

• Use AI productively
• Check whether its answers are accurate
• Recognise bias and hallucinations
• Protect confidential information
• Question inappropriate recommendations
• Make their own professional decisions
• Remain accountable for the final outcome

These are becoming important graduate capabilities.

The opportunity before us is not simply to help students produce better assignments. It is to help students become better thinkers and more responsible users of technology.

However, this opportunity comes with a serious warning.

When AI can produce an impressive assignment within minutes, can we still assume that the submitted work represents the student’s actual learning?

That is the concern I will explore in the next article.

#HigherEducation #GenerativeAI #StudentLearning #FormativeAssessment #EducationalInnovation

The Danger of Going All Out - Alternative Final Assessment in Higher Education

Alternative final assessment sounds progressive. But making it compulsory for every course across every programme can create serious academic problems.

The blunt truth is this:

Not every course should replace its final examination with an alternative assessment.

Some learning outcomes are best assessed through projects, portfolios, presentations or demonstrations. Other learning outcomes may still require students to demonstrate individual mastery in a controlled and time-limited setting.

This may be especially important in courses involving:

• Mathematics and quantitative problem-solving
• Accounting and financial calculations
• Statistics
• Law and legal reasoning
• Scientific principles
• Technical knowledge
• Professional or regulatory requirements

A project can assess application. A presentation can assess communication. A portfolio can show development over time.

But these methods may not always prove that a student can independently recall, understand and apply essential knowledge without outside assistance.

The bigger danger is when faculty members do not understand the difference between a final examination and an alternative final assessment.

A lecturer may take the existing final examination paper, upload it into the LMS, give students one or two days to complete it at home, and rename it “Final Assessment”.

That is not assessment transformation.

It is simply a take-home examination with weaker controls.

The institution may lose the security of a supervised examination without gaining the benefits of authentic assessment. Students can discuss answers, share files, use generative AI, engage third-party assistance or submit work that does not represent their own ability.

The result is the worst of both worlds:

• It is not a secure final examination.
• It is not an authentic alternative assessment.
• It may not provide reliable evidence of individual learning.
• It increases academic integrity risks.
• It can contribute to grade inflation.
• It may weaken confidence in the academic award.

Another risk is forcing lecturers to redesign assessments before lecturers have sufficient assessment literacy.

When alternatives are imposed without proper understanding, lecturers may simply replace a three-hour examination with another written assignment. Students then complete several similar reports in different courses, while lecturers face a much heavier marking workload.

Changing the name does not change the quality.

A weak assessment remains a weak assessment, regardless of whether we call it an examination, assignment or final assessment.

The issue is not whether examinations are traditional or alternative assessments are modern. The real issue is whether the selected method is valid, reliable, fair and suitable for the intended learning outcomes.

In the final article, I will share a more responsible way to make the transition.

#HigherEducation #AssessmentDesign #AcademicIntegrity #QualityAssurance #GenerativeAI

Go to the previous article: The Excitement of Alternative Final Assessment - Higher Education Perspectives

The Excitement of Alternative Final Assessment - Higher Education Perspectives

For many years, the sit-in final examination was treated as the default way to assess university students.

Students entered an examination hall, answered a set of questions within two or three hours, and left. It was controlled, familiar and relatively easy to manage.

But there was always one important question:

Does a final examination truly show what a student can do?

A student may be able to memorise theories and reproduce them during an examination. But can the student apply those theories, solve a real problem, create a product, defend a decision or perform a professional task?

This is where alternative final assessment became attractive.

National higher education quality guidance recognises that a final assessment can take different forms. It may be a final examination, but it may also be a final project, portfolio, exhibition, reflective assessment, seminar, expert review, critique or logbook.

This gives higher education institutions more flexibility to assess learning in ways that are more authentic and relevant.

For example:

• A learning design student can develop an online learning module.
• A business student can analyse a real organisational problem.
• A computing student can build and demonstrate a working system.
• A communication student can produce a digital campaign.
• An education student can develop and defend a teaching portfolio.

The intention is good. Instead of only asking students what they know, we can ask them to demonstrate what they can do.

However, one important distinction must be understood:

Final Assessment does not mean Final Examination has been abolished.

A final examination is still one form of final assessment. Alternative assessment is another.

Source: Guidelines to Good Practices: Assessment of Student Learning. Malaysian Qualifications Agency 2023
https://www2.mqa.gov.my/qad/v2/2024/DOKUMEN%20GGP%20AOSL%209223%20FINAL%20V3.pdf 

The flexibility was introduced to allow institutions to select the most appropriate assessment method for the learning outcomes. It was not introduced to force every course to abandon examinations.

That difference is extremely important.

In the next article, I will discuss what can go wrong when an institution becomes too excited and attempts to convert every final examination into an alternative final assessment.

Go to next article: The Danger of Going All Out - Alternative Final Assessment in Higher Education

#HigherEducation #Assessment #AuthenticAssessment #AcademicQuality #TeachingAndLearning

Top 10 Assignment Referencing Frequently Asked Questions (FAQ)

 Top 10 Assignment Referencing Frequently Asked Questions (FAQ) 

Here are the ten most popular questions I got from students, and these are the answers:

NO. 1: WHEN IS A REFERENCE REQUIRED?

When you:

• quote (use someone else’s exact words) 
• copy (use figures, tables or structure) 
• paraphrase (convert someone else’s ideas to your own words)
• summarise (use a brief account of someone else’s ideas) 

NO. 2: WHY SHOULD YOU REFERENCE?

References enhance writing and assist the reader by: 

• showing the breadth of research 
• strengthening academic argument
• showing the reader the source of information 
• allowing the reader to consult sources independently 
• allowing the reader to verify data

By using references appropriately, you will avoid plagiarism, which is falsely claiming someone else’s words or ideas as your own

NO. 3: WHAT ARE THE WAYS TO CITE?

a) Author Prominent Citation

Using the author’s surname as part of the sentence with the date and all the required detail in parentheses (round brackets): 

Example: Cowie (1996, p. 91) has argued that ‘socialism rejected the liberal ideals of individualism and competition’. 

a) Information Prominent Citation

The other way of citing references gives prominence to the information, with all the required referencing details in parentheses: 

Example: It has been argued that ‘socialism rejected the liberal ideals of individualism and competition’ (Cowie 1996, p. 91). 

NO. 4: SHOULD YOU PARAPHRASE OR USE QUOTATIONS?

a) Paraphrasing preferred

A general rule in academic circles is that no more than 10% of an assignment should be in the form of direct quotations. Therefore, paraphrasing is highly recommended.

b) Quotations 

Quotations should be used sparingly, selected carefully, used in context, integrated into your text, and reproduced exactly (including the words, spelling, punctuation, capitalisation and paragraphing of the original writer. A quotation is used if a misinterpretation would result from a change to the words or a major argument needs to be recorded as evidence 

NO. 5: WHAT IS PARAPHRASING?

Paraphrasing means to restate accurately and succinctly something you have read. Be sure to write this in your own words as far as possible. 

If your work does not refer to specific ideas on particular pages of a resource but to general themes mentioned throughout the resource, page numbers need not be shown. 

Two common approaches of paraphrasing:

a) General Theme 

Studies (Tanner 1999) indicate that the economic structure today is far more unpredictable and unstable than it was thirty years ago. 

b) Specific Idea 

Tanner (1999, p. 22) claims that the introduction of the GST in the Australian economic structure has not impacted the price of fuels. 

NO. 6: WHAT ARE THE DIFFERENCE BETWEEN A REFERENCE LIST AND A BIBLIOGRAPHY?

The reference list only indicates sources cited in the text of your assignment. 

A bibliography uses the same format as a reference list but it includes all material consulted in the preparation of your assignment. 

A reference list and a bibliography can be prepared separately.

NO. 7: HOW TO PREPARE FOR THE REFERENCE LIST?

The reference list includes full details of all the sources which you cited in the text of your assignment. 

The reference list is entitled REFERENCES or REFERENCE LIST. 

• This is to be written in uppercase, and in bold and centred. 
• Headings are neither underlined nor punctuated. 
• Present the reference list using single line spacing and hanging indent for each entry.
• Insert a blank line between each entry. 
• Arrange the reference list alphabetically and place as the final page of your assignment. Do not use numbers, letters or bullet points to begin each entry. Any reference that starts with a number (e.g. 7:30 Report) precedes the alphabetical listing and is listed numerically.

For a book, the following elements should be presented in this order: 

• author’s surname and initials 
• year of publication 
• title of book (in italics) 
• the edition (e.g. 4th edn) if not the original publication 
• publisher 
• place of publication 

Example:

NO. 8: IS THE REFERENCE FOR A JOURNAL DIFFERENT FROM A BOOK?

For a journal article, the following elements should be presented in this order: 

• author’s surname and initials 
• year of publication 
• title of the article in single quotation marks 
• title of journal or periodical in italics 
• volume number where applicable 
• issue number or another identifier where applicable 
• page number(s) 

NO. 9: SIR, WHAT IF?

• IF there is more than one author of a publication, maintain the order of their names as they appear on the title page of the publication, even if they are not in alphabetical order on the title page. 
• IF a reference has no author, list it alphabetically according to the sponsoring body e.g. UNESCO
• IF there are two or more references by the same author, then list them in order of publication date with the oldest work first. 
• IF references by the same author have been published in the same year, then list them alphabetically according to the title and add the letter ‘a’ after the first date, and ‘b’ after the second date (e.g. 1993a, 1993b). 

NO. 10: WHAT ABOUT WEBSITES (ELECTRONIC SOURCES)?

Before you use any website as a reference, be mindful of evaluating the QUALITY AND TRUSTWORTHINESS of any electronic information on the web you wish to use in an academic assignment. Reliable sources generally include: 

• Refereed articles in online journals 
• Articles from databases selected by the university 
• Articles published by universities, government departments, business organizations, reputable lobby groups. 

a) Document on the World Wide Web (dated and author or sponsor given) 

IN-TEXT REFERENCING

Brown (1994) noted that …

MODEL TO FOLLOW IN THE REFERENCE LIST 

Brown, H. 1994, Citing Computer References, URL: http://neal.ctstateu.edu/history/cite.html, (accessed 3 January 2021).

b) Document on the World Wide Web (author or sponsor given but not dated) 

IN-TEXT REFERENCING
Adherence to the five food groups (Jones n.d.)  

MODEL TO FOLLOW IN THE REFERENCE LIST 

Brown, H. 1994, Citing Jones, P. n.d., Five Food Groups, URL: http://www.food.com.au/5foodgroups/sustenance.html, (accessed 3 January 2021).

c) Document on the World Wide Web (no author/sponsor and no date) 

IN-TEXT REFERENCING
As stated in Guidelines for Citing References and Electronic Sources of Information (n.d.),...

MODEL TO FOLLOW IN THE REFERENCE LIST

Guidelines for Citing References and Electronic, Sources of Information URL: http://www.eliz.tased.edu.au/refs.html, (accessed 3 January 2021).

 NOTE: 

• Always check the validity of a site that has no author or sponsor. The use of such sites is discouraged.
• There are no page numbers allocated to web site documents. However, it is important to indicate this by using n.p. in intext referencing. This shows the reader that the page number has not been forgotten, but rather that it is non-existent. This is ONLY valid for websites!

I hope the above has covered all the area you need to work on your references and avoid plagiarism. 

In the end, Choesay "whatever style of referencing you follow, please remember to remain consistent throughout your work". You will be fine!

-----------------------------------------------------------------------

References:
How to Acknowledge What You Have Read: Abbreviations n.d.,URL: www.lib.monash.edu.au/vl/cite/cite l l.htm (accessed 3 February 2021)

Visited the 33rd Kuala Lumpur International Book Fairs

The 33rd Kuala Lumpur International Book Fairs is an international event organised by Majlis Buku Kebangsaan Malaysia (MBKM), Ministry of Education (Malaysia) in collaboration with 6 Industry association in this Country, with the theme for this year “Buku Menjana Kepintaran Kreatif”.

As a lecturer, this is a good time to update our subject reference list for the students. Textbooks are always important because they are the fundamentals of education. I hope our country's efforts to promote creativity through books will be able to cultivate a better learning environment for the students.

It is becoming uncommon for students to read reference books in higher education. The advancement of Information Technology, and fast and easy access to information using the Internet has become an excuse for many students not to use reference textbooks in their study. I may be 'old-school' but I still think that before we go onto the fast and easy platform to access for knowledge with the purpose of studies, we should value the reference textbooks as the fundamentals of learning. When the foundation is right, then we can use the Internet to enhance our knowledge or for quick reference.

If you agree with me, why not drop by to the fairs to see what are the fundamentals of education can help you in your studies. There exhibitors are not only from the local publisher, but also from ASEAN Country and International Publisher as well (Europe, United State, Australia, India and Middle East). The fairs will be from 24th April 2014 to 4th May 2014 at Dewan Tun Hussein On, Dewan Tun Dr. Ismail, Dewan Tun Razak 3, 4 and Legar Putra Pusat Dagangan Dunia Putra (PWTC), Kuala Lumpur. The gate will be opened to the public on 24th April 2014, from 10.00am to 9.00pm. Admission is free.

Related Post: Reading Academic Textbooks

Reading Academic Textbooks for Undergraduate Studies

While I was having dinner with my ex-colleague, another lecturer, we were having a debate over the use of textbooks for undergraduate studies. I got so engaged in this debate because before I went for the dinner today, I just told a few of my current students (Gen-Y) about the importance and usefulness of reading academic textbooks.

Personally, I always think that one of the best way to improve on academic writing is to start with reading the subject related textbooks. Althought there are various alternatives for readings, such as online journals, websites and even blogs; these are all good to have alternatives for reference purposes but it is not the core materials and blogs cannot be used as academic reference. 

I agree that some of these alternatives sources may be easily accessible and very looks informative but the scope can be very wide too as there are uncountable websites when searching by keywords. Also, a lot of web publishers simplify the subject information to make it easy to read, keeping it short and simple. By doing so, it will only provide some points or even without appropriate explanation on any concepts or models.

Web sources can be very specific on explaning some terms, concepts or models that myay provide limited elaboration or justification. Many web authors simply extract points from textbooks (in note form), similar to a student taking their notes in the class or while reading a text.

In this circumstances, how can a student learn the subject matters properly and able to see how the topic area can be explained or elaborated? Therefore, students only able to provide answers in point form and if essay is required, the student will just combine all the points they learned from the Internet in a paragraph, without taking into consideration the efforts of writing an essay.

At this point of time, I am not against the use of Internet as the medium for undergraduate studies. There are benefits of using the Internet for research or reading e-book too. However, how many students or even lecturers prefer to read e-book online and use the e-book as a main source of reference for assignment and preparing for exam? I am referring to academic e-books, not fictions or online magazine. Maybe there are some who prefer to do so, but how about you? Does your university or college provide e-books?

I belief the fundamental of learning comes from reading, and if it is for academic purpose, it should start from reading subject related textbook. This helps to build cognitive skills and expose the student to the fundamental academic writing style. Only when this is achieved, the student may go online to identify and read more sources to extent the knowledge and scope of the subject area. Textbooks provide definitions, explanations, implications, pros and cons, and illustration using valid examples, which are all critical for developing strong foundations of subject matters. Being in undergraduate means a student should build on the foundation of degree specialisation. To achieve this, there is no other better way but to read textbooks or e-books (as long as it is a published subject related book).

My philosophy is very simple. If someone want to think out of the box, this person should fill up the box with content before thinking out of the box. Think out of the box doesn't meant must go away from the box and never come back. A great mind can think out of the box only if this person has gained significant knowledge inside the box. If want to go to the world wide wide to look for answers for your studies, first thing to do is to understand the basic subject matters from textbooks, which are dedicated for teaching the subject purpose. This is the reason why textbooks still exist today (for a reason).

Top 5 Tips for Essay Writing in Exam

Most of the final examination would requires a student to write a full essay, especially you are asked to discuss on a particular topic, compare and contrast, analyse, evaluate and give recommendations. Therefore, you will need to make sure that you can present your essay in a professional and yet resourceful manner. Remember, your examiner will be looking for good content of your answer and at the same time, the ease of reading your essay for understanding. That's how you can earn more marks for your answer given.

The following are 5 simple tips to improve your essay:

#1: Essay should consist of 'introduction, body and conclusion';

#2: Use paragraphs to differentiate the main discussion points;

#3: Provide a simple heading for each section of discussion (i.e. The Advantages of Using Mass Media); 

#4: Construct short and simple sentences for the ease of understanding; 

#5: Don't start your essay by giving examples. Examples should be given after your explanation on the discussion point.

All the best!

Top 5 Tools Needed For Examination

As a student, final examination is always the most challenging and stressful assessement. However, you can reduce the stress and challenges by preparing yourself well, not just to have the knowledge and skills to answer the exam questions but to have the right tools ready to go for your final examination.
The top 5 tools needed for examination:
#1: Ball Pen (preferably black color)
Always bring more than 1 pen when you go for exam as contingency. You will never know when the ball pen will run out of ink, got stuck or leaking. Why black? It makes your answer bold and solid - looks more confident and easy to read.
#2: A Watch
You need to time yourself because it is better to have enough time to attempt all the questions rather than spend all the time on a few questions. Do not rely on the clock in the exam hall. Nothing is better to have your own timer on your desk.
#3: Correction Tape
If possible, use the correction tap instead of liquid type corrector. You need time to wait for it to dry and it may not be smooth for you to make the necessary corrections. If not dried, it may be very messy too.
#4: Ruler
It is good to have a ruler in case you need to draw lines. For example, drawing tables, charts, diagrams or underlying key points/titles for essay.
#5: Water Bottle
Exam hall can be very cold and dry. Always make sure you have some water to drink when you feel thirsty. Thirsty means unfulfilled needs; means tense. You can think better if you can minimize the tense.
There you go, the top 5 tools for exam.
Good luck!