Date
Publisher
arXiv
The rapid integration of Generative Artificial Intelligence (GenAI) into
higher education presents both opportunities and challenges for assessment
design, particularly within Project-Based Assessment (PBA) contexts.
Traditional assessment methods often emphasise the final product in the PBA,
which can now be significantly influenced or created by GenAI tools, raising
concerns regarding product authenticity, academic integrity, and learning
validation. This paper advocates for a reimagined assessment model for
Project-Based Learning (PBL) or a capstone project that prioritises
process-oriented evaluation, multi-modal and multifaceted assessment design,
and ethical engagement with GenAI to enable higher-order thinking. The model
also emphasises the use of (GenAI-assisted) personalised feedback by a
supervisor as an observance of the learning process during the project
lifecycle. A use case scenario is provided to illustrate the application of the
model in a capstone project setting. The paper concludes with recommendations
for educators and curriculum designers to ensure that assessment practices
remain robust, learner-centric, and integrity-driven in the evolving landscape
of GenAI.
What is the application?
Who is the user?
Who age?
Why use AI?
Study design
