Imagine this fairly typical scenario: A course has four assessments. Three of them are written assessments. All three have marks awarded for general writing skills
Tag: technology
The consequences of Gen-AI grade inflation
In a previous post, I discussed Sadler’s (2005) admonitory observation of aggregating grades as a proxy for outcome attainment. Careful design, however, including signalling which
Unsecured assessment and gen-AI: the apples aren’t apples anymore
If we believe there is an acceptable spectrum of AI influence on assessments that are not secure, as Curtis (2025) argues, we must carefully consider
Using AI to generate follow-up questions in an oral assessment
In a previous post, I discussed the need to consider the logistical and pedagogical implications of running an oral assessment as an extra assurance that
Do assessments represent the course outcomes? Probably not!
This is the second post in a series on constructed misalignment and an approach to mitigate it. In the first, it was highlighted that there
Constructed misalignment – when grades don’t equal outcomes
University-level courses within a program of study are typically designed with a set of learning outcomes. These outcomes represent and identify a suite of skills
LEARNING DESIGN by Paul G Moss 